Definition of Differentiation and

Differentiation is broadly defined as students level of readiness in learning (Sousa

& Tomlinson, 2011). This refers to a students current proximity with a set of
knowledge, understanding and skills to a particular subject. This can also be
referred to as a students Zone of Proximal Development (ZPD). Classroom
elements such as the learning environment, curriculum, assessment, classroom
management and instruction should be interdependent and tightly connected.
Using tiering in the classroom for students to work with the same content but with
different degrees of difficulty provides appropriate level of challenge and also work
toward common goals. Elements are included in the differentiation approach, which
are content, process and product.

Content

Process

Product

Plan to teach

Work with information given

Show students' KUDs

Know, understand and do (KUDs)

Activities in school

Demonstrate understanding

Unit or topic of study

Tries out, compares and applies

ideas

Transfer what they learnt to new

contexts

Teachers differentiate KUDs

Integrate KUDs

Teachers differentiate access to

KUDS
Basic knowledge must be in
place

Figure 1. Diagram that includes elements of differentiation

Inclusion is defined as educating most children in the same classroom, which
includes children with disabilities (Yeo, Neihart, Tang, Chong & Huan, 2011). It
emphasizes on the quality of learning, which means a school or community would
welcome children with disabilities as full members of the group as well as valuing
their contributions. Successful inclusion depends on key players mainly therapists,
special

education

teachers

and

mainstream

teachers

in

the

classroom.

Interventions for these students occur during class routines, pullout sessions or
consultative therapy. Play and learning are learnt within the context of the learning
environment. Students have to also be ready for inclusion (Yeo, Neihart, Tang,
Chong & Huan, 2011). Through various models of differentiated instruction, one
principle would be how teachers structure the class and conduct their instruction is

the principle of universal design (Bender, 2012). The concept of universal design is
one of the most effective ways for teachers to organize their class and curricula for
differentiated instruction in order to assure that all learners, including students with
disabilities, have access to the general education curriculum.
Accomodate a
wide range,
eliminate
eliminate
complexity,
complexity,
intuitively
obvious

Information
should be
presented
presented in
in
several
several modes
modes
(eg. visual,
verbal, tactile)

Clear choices
and adaptability
of use for
learners
learners

Minimize
Minimize
possibility of
of
possibility
errors

Principle
s of
Universa
l Design

Similar means
of
use for
for all
all
of use
learners
learners

Clear
line of
Clear line
of
sight
sight and
and space
space
for
important
for important
information

Figure 2. Principles of Universal Design.

As a whole, differentiation for inclusion would expect outcomes of students
knowledge regarding big ideas taught to them. Essential questions and
understanding

is

also

important

then

implementing

inclusion

through

differentiation. In order for unified and effective understanding, big ideas provide
a way to set curriculum and instructional priorities (Wiggins & McTighe, 2005). To
ensure students understand these big ideas, essential questions can be asked to
students as they frame ongoing and important inquiries about it. Questions can
provoke

deep

thought,

lively

discussions,

require

students

to

consider

alternatives, weigh ideas and stimulate ongoing thinking of big ideas. Therefore,
essential questions are crucial when differentiating for inclusion.

School Diversity and Inclusion

Introduction, Background Information & Sources of Information
Rainbow Centre Singapore is a non-profit organization for children with special
needs. It runs two Special Education (SPED) schools for students aged 7 to 18 years
old and two Early Intervention Programme (EIP) centres for children aged 2 months
to 6 years old in two campuses, Margaret Drive and Yishun Park (Rainbow Centre,
2015). This portfolio will focus mainly on the Early Intervention Programme at
Margaret Drive.
Demographic Information and Student Diversity
After a conversation with the head of programme under EIP in Margaret drive, it
serves approximately 150 students with 30 teachers, 5 senior teachers and 1 head
of programme. Students enrolled in the programme are from a wide spectrum of
disabilities mainly Autism Spectrum Disorder (ASD), Global Developmental Delay
(GDD), Speech and Language Delay (SLD), Cerebral Palsy (CP) and Down
Syndrome. Under EIP, there are two different tracks that children will be enrolled in
according to their diagnosis. Early Structured Teaching for Exceptional Pupils
(ESTEP) and Early Intervention Programme for Infants and Children (EIPIC) are the
two tracks. ESTEP includes all children diagnosed with ASD or children whom
teachers feel that would benefit in a structured learning environment while children
with other diagnosis are enrolled under the EIPIC track.
Student Differences, Impact of Learning and Responding to These
Differences
In each class, there are bound to be a variety of different student learning profiles
even after they are placed in classes of similar learning needs. Teachers are
assigned to 1 or 2 children to ensure that their Individualised Education Plan (IEP)
goals are met in a whole classroom. This would benefit the children whereby a
teacher is able to concentrate on that child. When a general lesson plan and
materials are created, teachers can modify and accommodate the lesson plan to
each individual student. For example, if the activity was to jump from one mat to
another, a teacher can place low stools for children to climb up and down if jumping
was not yet in their capability.
Roles of Staff and Support Personnel
Rainbow Centre EIP provides a team of EIP teachers, speech and language
therapists, physiotherapists, occupational therapists, psychologists and social
workers (Rainbow Centre, 2015). Each class has an allocated team of therapists,
meaning one physiotherapist, occupational therapist, psychologist and speech and

language therapist. The trans disciplinary approach that the school embodies
includes all key stakeholders to have an equal share in educating the childs
intervention process while he/she is enrolled in the school. Transdiciplinary
approach is defined as the sharing of roles across disciplinary boundaries so that
communication, interaction and cooperation are maximized among team members.
This is characterized by the commitment of its members to teach, learn and work
together to implement coordinated services (King et al. 2009).

Teacher

Occupational
Therapist

Psychologist

Chil
d

Parents /
Caregivers

Social Worker

Speech and
Langauge
Therapist

Physiotherapi
st (if needed)

Figure 3. Stakeholders involved in the childs intervention.

Special Programmes / Staff Professional Development Initiatives
The school also offers trainings for teachers, caregivers, parents and others working
with children with special needs through Rainbow Centre Training and Consultancy
(RCTC). Trainers in this department have experience in this field for many years and
working with children with special needs throughout their career. Growth and well
being regarding families of students enrolled in the school are supported through
Rainbow Centre Family Life Services. Social workers are part of this department
(Rainbow Centre, 2015).
Bonding events such as Voices of Fathers, Rainbow Centre Family Day, Siblings
Matters and field trips are planned for parents to better bond with their children.
Events are also hosted for parents and siblings to attend in order to better
understand their child / sibling better or share their experiences about having a
child with special needs in their family.
School Mission
We aim to look beyond disabilities and maximize every students potential.
Professionals in Rainbow Centre are committed to enhance the quality of life for
children with special needs through education and training by providing a holistic

developmental educational programme, collaboration with parents and other

private sectors, commit to the professional development of staff, contribute to the
training and development of special education and engendering greater public
awareness and acceptance of children with special needs (Rainbow Centre, 2015).
Key Impressions of the School Service Model
According to the service model, in order for a child to be enrolled in the school,
he/she has to be diagnosed with a disability. Approximately 75% of children in the
school do not attend a mainstream kindergarten / childcare, inclusion does not
occur. On the other hand, the other 25% of children may be enrolled in a
mainstream school on top of them attending EIP. Teachers are encouraged to
conduct yearly school visits or consult with the mainstream teacher on a case-bycase basis. Such visits and collaboration rarely occur. This would lead to the
schools low performance in the area of inclusion regarding a mainstream school
setting. However, inclusion takes on many guises relative to the cultural context of
the respective countries that implement (Yeo, Neihart, Tang, Chong & Huan, 2011).
Therefore, in Singapore, inclusion through enrolling children with disabilities in
mainstream school settings may not be their current focus. One of the elements of
inclusion would include an active partnership between parents and the school in
order to help strengthen their childs development and functional skills. Through
the schools transdisciplinary approach, parents are seen to be one of the key
players in working with the child. Teachers and allied professionals make constant
and frequent communication with parents. Therefore, this would be one of the
strengths where one of the elements of inclusion is evident. Another element would
include allied professionals and regular staff members to assume individual and
team responsibility for ensuring that their children have met their IEP goals.
Therapy sessions can include during class routines, one-to-one teaching and
consultative therapy with feedback from teachers (Yeo, Neihart, Tang, Chong &
Huan, 2011). This is also evident through the transdisciplinary approach that the
school encompasses as well. Consultative therapy and collaboration from therapists
and teachers occur frequently. One-to-one teachings with teachers and parents
observation are also evident in school sessions as well.
Trainings in special education and empowering confidence in teaching students
with disabilities have a favourable impact towards teachers attitude towards
inclusion (Yeo, Neihart, Tang, Chong & Huan, 2011). Trainings that the school
implements by RCTC for teachers employed in the school will benefit in this area of
inclusion, as many teachers will gain knowledge and assurance in this field.
Teachers can also develop a positive attitude in teaching students with disabilities
that may lead to a greater positive response towards inclusion.

Other than looking at the schools service model as a whole, observing how
teachers teach in the classroom in order for learning to be beneficial for all.
Tomlinson and Javious (2012) believe that in order to give students equal access to
excellence, seven related principles should be applied.
An
aly
tic
al
Pra
ctit
Flexible
ion
Classrooms
er
Students move through
at different rates
Create rigorous learning
opportunities
Understand children's cultures, needs and
interests
Develop a growth mindset
Accept that human differences are normal and desirable

Figure 4. Principles on how teachers can teach for excellence in the classroom.
From these seven principles and relating to how teachers can use these principles
in the classroom for their students, there may be some areas of improvement.
Firstly, due to Singapores multiracial society, accepting students of different races
and cultures are relatively present. Teachers in Rainbow Centre are able to plan
different racial celebrations as a class and implement different lessons based on
different cultures, for example, create a Chinese lantern during art and craft for
lunar New Year. Regarding the second principle, more teachers should develop a
growth mindset in a way where teachers should create learning experiences that
reinforce effort rather than success. In the classroom, teachers are more concerned
about the product rather than the process. For example, if a child was to create an
art and craft piece, in order for the product to look aesthetically pleasing, teachers
will provide high levels of physical prompt in order for success in the activity.
Creating a base for learning opportunities related to students interests might also
be another area that teachers in Rainbow Centre can improve on. From
observations in the classrooms, teachers tend to select tasks and activities that are
create on a general basis. For example, a task used for 1 student will be similar for
the rest of his/her classmates.
Tomlinson and Javious (2012) added that teachers who take into consideration that
students come into the classroom with different levels of knowledge and move
through the curriculum at different rates. Therefore, documentation of progress is

important. In Rainbow Centre, it is evident that teachers take students progress

very seriously. Documentation of students goals is tracked everyday. Pictures,
videos and daily communication with parents are also evident in the school. A
weekly communication book is written to update parents on their progress as well.
Overall, there are definitely some areas of improvement for the teachers and the
school system in Rainbow Centre. However, progress in this industry and school are
evident.

Professional Reflections
During the semester, many lessons were implemented in the classroom in order to
practice differentiation. There were many successes but also many learning points.
Through the readings, I have learnt many strategies and approaches on ways to
use differentiation in the classroom.
My experience of implementing differentiation in the classroom was quite daunting
at first. I felt quite lost when I first implemented it. However, through the readings, I
have gained more knowledge on different areas that I can implement it. Strategies
and approaches used may not be huge changes in the learning system but
implementing differentiation on a small scale may have been a better start. For
example, one of the areas would be to split the class into smaller groups with
different learning tasks for each group in order for all students to benefit in the
lesson.
It was a challenge to differentiate instruction for the diverse learners in the class.
This was due to the diverse students in the classrooms as the learning range was
very wide. As some students were academically more capable than others,
planning a lesson that could cater to all was very challenging. By splitting the class
into smaller groups with different tasks and activity level, this definitely benefited
me in my differentiation approach. One of the strategies that I read and
implemented in my classrooms was assessing before teaching. According to
Tomlinson (2006), a pre assessment is important to teaching as some students are
likely to have mastered the teachings but some have not. A teacher who
understands each students starting points will provide successful support for every
student in the classroom. Another area that I have learnt when differentiating in the
classroom would be to provide students a choice when assessing their current skill
level. Tomlinson (2006) believes in assessing every student differently as some
students may excel at visual representations while others excel through oral
language.
However through many challenges, there have been successes. I have observed
through my teaching that some students have gained more knowledge and enjoy
coming to my class more often. Students in my class are eager to start learning and
are engaged in the activities in the classroom. Through placing them in groups and
thinking of tasks within their level, students are challenged appropriately and some
students do not feel that they are lagging behind the others. Theyre self
confidence has increased and they are not afraid to speak voluntarily in front of
their classmates.

One area that I considered was changing the learning environment in order to suit
students needs. This would include adding different areas in the classroom where
students could engage in small group work but also arranging the students seating
catered to their learning needs. According to Price and Nelson (2014), physical
inclusion is the first step towards social and academic inclusion.
Overall, differentiating in the classroom has been a fulfilling experience. Through
many challenges and successes, I have definitely gained more confidence in
applying differentiation for my students in my classroom.

References
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Bender

(Ed.),

Differentiating

students with learning disabilities: new best practices for general and special educators
(pp.

25-57).

Calif:

Thousand Oaks.
King, G., Stracban, D., Tucker, M., Duwyn, B., Desserud, S. & Shilington, M. (2009). The
application

of

transdisciplinary model for early intervention services. Infants and young children,
22(3), pp. 211 223.
Price, K. M. & Nelson, K. L. (2014). Critical management skills for structuring the
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M.

Price

&

K.

L.

Karna (Ed.), Planning effective instruction: diversity responsive methods and

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the

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Tomlinson, C. A. & Javious, E. L. (2012). Teach up for excellence. Educational Leadership,

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responding to the needs of all learners (pp. 14-28). Alexandria, Virginia: ASCD
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