Differentiated Instruction for Addressing the Learning Needs of Children with Disabilities:

This study was carried out to investigate the reality and challenges of using differentiated instruction in Nepalese classrooms for fulfilling the learning needs of students with disabilities. The whole research process of the study was guided by qualitative research paradigm followed by descriptive research design. Furthermore, quota, purposive, and convenience sampling methods were used to select the sample of the study, and then semi-structured interview schedule, focus group discussion guideline, and classroom observation form were used as the main instruments to collate in-depth information from head-teachers, teachers, and students regarding the reality and challenges of using differentiated instruction in special and integrated schools in Nepal. Study result reveals that curriculum and instructional activities were not differentiated deliberately at the classroom to cope special needs of the children with disabilities except very few examples. Lack of prerequisite knowledge, limited resources in the schools, poor collaboration among teachers, poor practice of cooperative teaching, unfavorable leaning environment, and lack of alternative evaluation procedures were found as major challenges to differentiate instructional activities in special and integrated schools.