Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior-secondary schooling, differentiate for students with learning difficulties. Findings indicated that when students had labelled learning difficulties as recognised by other professionals, teachers expressed being able to differentiate more easily with greater self-efficacy, as compared with differentiating for students who teachers themselves considered were experiencing difficulties in their learning but had no label assigned to them. Teachers voiced that learning difficulties was a broad concept, with each teacher defining learning difficulties differently. This suggests that with the broad nature of learning difficulties, teachers may struggle to differentiate accordingly, leading to lower self-efficacy beliefs. While labelled learning difficulties provide guidance for differentiating, this may also see teachers differentiating based on preconceived ideas and for students with special needs, rather than individual students' current understanding. Implications for future practice are discussed.

中文翻译：

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差异化教学中学习困难学生标签对教师自我效能感的影响

差异化教学（DI）是一种教学框架，所有学生都可以在其中参与学习并在学校教育中取得学业成就。虽然DI适用于所有学生，但在澳大利亚高中，针对有学习困难的学生的DI研究却很少。这项研究是一项更大规模研究的一部分，该研究招募了澳大利亚两个州的 12 名参与者，以调查高中教师如何区分有学习困难的学生。研究结果表明，当学生给其他专业人士认可的学习困难贴上标签时，与教师自己认为在学习中遇到困难但没有分配标签的学生相比，教师表示能够更容易地区分，并具有更高的自我效能感。给他们。老师们表示，学习困难是一个宽泛的概念，每个老师对学习困难的定义都有所不同。这表明，由于学习困难的性质很广泛，教师可能很难相应地进行区分，从而导致自我效能信念降低。虽然标记的学习困难为区分提供了指导，但这也可能导致教师根据先入为主的想法和针对有特殊需要的学生，而不是个别学生当前的理解来进行区分。讨论了对未来实践的影响。