Making a Difference

How a differentiated approach supports students 
with disabilities
T
the 2005 
Differentiated Instruction: A Research Brief for Practitioners
, 
conducted by University of Alberta, found that of all groups of students, those 
with disabilities and/or at-risk of academic failure experience the greatest gains 
through a differentiated approach. According to this research, the key component 
that made the difference was explicit and targeted instruction (e.g., small group 
and one-to-one interventions) that increased intensity of instructional time.
Other research 
fi
ndings from that study identi
fi
ed the importance of:
a supportive, caring learning community, including positive relationships 
• 
with trusted adults
early intervention and targeted instruction
• 
collaboration in the development of individual learning goals with 
• 
students, parents, administrators, counsellors and subject teachers 
development of self-advocacy for students at-risk of academic failure.
• 
Differentiated instruction bene
fi
ts students with disabilities because it creates 
and promotes an environment in which learning differences are not just 
tolerated, they are expected and valued. A differentiated approach supports an 
inclusive education system in which all students have the best possible learning 
opportunities.
The range of instructional options and supports in place in a differentiated 
classroom will address many of the unique learning needs of students with 
disabilities. In addition, teachers who use a differentiated approach may be more 
willing and able to further adjust instruction to meet the needs of students with 
more intensive learning dif
fi
culties.
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