Effectiveness of Differentiated Instruction Strategies on the Academic Engagement of Learners with Disabilities in Inclusive Classrooms

Author(s)	Ms. Keith Mariden Reyes Argente, Ms. Ellen Kate Carbonel Johnson, Ms. Eimalyn Evarola Luda, Prof. Jesus S. Paguigan
Country	Philippines
Abstract	This study investigates the effectiveness of differentiated instruction strategies in improving academic engagement among learners with disabilities in inclusive classroom settings. Guided by the identified gap in localized instructional practices, the research utilized a quasi-experimental design involving Grade 3 students in a public school. Data were collected through observation checklists, engagement scales, and performance assessments. Results indicate that differentiated instruction significantly improves student participation, attention, and task completion. The findings support the integration of adaptive teaching strategies to enhance inclusive education practices.
Keywords	Differentiated Instructions Strategies, Inclusive Classroom, Special Education.
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-08
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.80608

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International Journal For Multidisciplinary Research