DIFFERENTIATED INSTRUCTION PRACTICES FOR STUDENTS WITH SPECIFIC LEARNING DISABILITY IN INCLUSIVE CLASSROOMS OF DELHI-NATIONAL CAPITAL REGION (NCR), INDIA

Abstract

Background: The movement towards inclusive education in India has increasingly included differentiated instruction (DI) but the use of this in the classroom has been limited, especially in the region of Delhi-National Capital Region (NCR) where policy is still ahead of practice in teacher training, resourcing and identification of SLD students. Objective: The purpose of this paper is to discuss the teachers' conceptual understanding of DI and SLD and to evaluate the barriers that limit effective implementation in the inclusive schools of Delhi- National Capital Region (NCR). Method: A mixed-methods design was adopted, combining a structured teacher questionnaire, classroom observation and semi-structured special-educator interviews, administered to 50 regular teachers, 15 special educators and resource-room coordinators across CBSE-affiliated schools.  Findings: Differentiation is expected to remain largely intuitive, shaped less by teacher willingness than by limited training, reactive identification of SLD, and thin institutional support, with self-reported practice likely exceeding what is directly observed. Conclusion: Strengthening teacher training, proactive screening and resource-room support is essential to translate policy commitments into genuine differentiated practice for SLD in Delhi National Capital Region (NCR).