The Future of Education
Perspectives of Primary School Principals Regarding Differentiated Instruction in Inclusive Classrooms
Mohamed Alhosani, United Arab Emirates (United Arab Emirates)
Abstract
Differentiated instruction (DI) is widely promoted as a key approach for supporting diverse learners in inclusive classrooms, yet its consistent implementation depends heavily on school leadership. This qualitative study explores school administrators’ perspectives on the role of DI in fostering inclusion in mainstream schools. Semi-structured interviews were conducted with nine principals to examine their views on the importance of DI, the conditions that enable or constrain its use, and the support teachers need to apply it effectively. Using an interpretive paradigm, thematic analysis revealed that principals regard DI as essential for meeting the needs of students with diverse abilities and backgrounds, but report significant barriers, including limited time for planning, variable teacher confidence, large class sizes, and competing academic demands. Participants emphasized the importance of continuous, practice-focused professional development, clear school-wide expectations, and collaborative structures such as co-planning and peer support. The study highlights the central role of leadership in creating the vision, culture, and resources required for effective DI and offers practical recommendations to strengthen inclusive classroom practice through administrator-led initiatives.
Keywords: Inclusive Education, School Prinicpals, Differentiated Instructions, Diverse Learners In Inclusive Classrooms, and School Leadership.
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