DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN NIGERIAN SCHOOLS: A CASE STUDY.
This case study investigates the application and impact of differentiated instruction in catering to the diverse learning needs of students with emotional and behavioral disorders (EBD) in Nigerian schools. Recognizing the unique challenges faced by these students, this research employs a mixed-methods approach, incorporating classroom observations, teacher interviews, and student assessments. The study encompasses a diverse sample of students with EBD enrolled in various educational settings across different regions in Nigeria. Findings demonstrate that differentiated instruction strategies significantly enhance the learning experiences of students with EBD. Tailored approaches, including individualized learning plans, varied instructional methods, and targeted behavior support, facilitate improved academic engagement, emotional regulation, and social interactions. The study underscores the importance of skilled and dedicated educators in adapting instruction to the specific needs of students with EBD. However, the research also uncovers challenges in the provision of differentiated instruction, including the need for specialized training and ongoing professional development for educators, resource constraints, and considerations for class size and student-to-teacher ratios. Additionally, cultural perspectives and attitudes towards emotional and behavioral disorders may influence the acceptance and utilization of differentiated instruction practices within the Nigerian educational context. The findings of this case study have significant implications for special education policy and practice in Nigeria. Recommendations are provided for the further development and expansion of differentiated instruction initiatives, emphasizing increased investment in professional development for educators, provision of resources for behavior support, and community awareness campaigns to promote understanding and support for students with EBD. This research contributes to the broader discourse on inclusive education and the support of students with emotional and behavioral disorders. By showcasing the effectiveness of differentiated instruction within the Nigerian context, this study advocates for the widespread adoption and integration of evidence-based practices to create inclusive learning environments. The insights gleaned from this case study can serve as a foundation for further research and inform best practices in supporting students with EBD not only in Nigeria but also in diverse global educational contexts.
DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN NIGERIAN SCHOOLS: A CASE STUDY. GET MORE MASTERS SPECIAL EDUCATION