Abstract

Students in secondary school classrooms exhibit diverse characteristics, varied learning abilities, cultural and linguistic backgrounds, and socio-emotional needs. This study examined the influence of differentiated instruction and inclusive practices in meeting the diverse needs of senior secondary school students in Osun State. A descriptive survey design was employed, and data were collected through well-structured questionnaires administered to 150 SSII students and 50 teachers from selected schools. The objectives were to assess the effectiveness of differentiated instructional strategies, identify barriers to inclusive practices, explore how teachers modify lesson plans to accommodate varying students’ learning needs, and evaluate the impact of teacher training and students’ perceptions of classroom inclusivity. Findings showed that strategies such as group discussions, hands-on activities, and visual aids were effective in enhancing students’ participation and understanding. Major barriers to inclusive education included inadequate assistive technologies, poor infrastructure, and insufficient teacher training. The study also revealed that teachers employed a range of adaptive methods to support diverse learners’ needs, and that professional training significantly improved inclusive teaching practices. Students reported positive experiences with inclusive classroom environments.

Keywords: assistive technology; classroom inclusivity; differentiated instruction; inclusive practices; student diversity