This article follows a “beginning special education teacher who used pre-assessment, self-assessment and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students’ needs in a systematic way” (p. 191). This teacher candidate’s “overarching structure was to address three interrelated areas: a) data collection, b) data-based planning, and c) use of differentiated instruction as a systematic approach to individualization” (p. 193).

To illustrate this TC’s process, she first wrote about the students’ strengths and challenges, they engaged in their own self-reflection regarding their current practices in the classroom. Second, the information was then used to plan how she was going to use differentiated instruction practices and integrate on-going assessments into the data-based planning process. Third, she implemented the principles of differentiated instruction in her inclusive first grade classroom, using on-going data to inform decision making in a cyclical process (p. 194).

By using this cyclical process, this particular TC was able to respond to her students’ needs in a systematic way. In other words, she was able to understand each of her students’ needs, then differentiate for them in a structured, planned, and routine way. I realized consistency is key when differentiating for your students. If a teacher is inconsistent in the way they differentiate for their students, the message can become lost in translation. I see the importance in knowing your students’ strengths, challenges but also understanding your students’ own self-reflection could provide crucial information in finding different paths in differentiating successfully. I can relate to this article in a big way since the teacher in the this case study was a TC like me. She was able to implement her inquiry in her classroom and truly find answers and adaptions throughout her practicum. I find hope and inspiration in how she “successfully broached the research to practice gap using differentiated instruction as an effective way to meet the needs of all of the children within an inclusive setting” (p. 198).

Earnest, James M., Heckaman, Kelly A., Thompson, Shirley E., Hull, Karla M., & Carter, Shannon W. (2011). Increasing the teaching efficacy of a beginning special education teacher using differentiated instruction: a case study. International Journal of Special Education, 26(1), p. 191-201.