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