TEACHER AS FACILITATOR FOR DIFFERENTIATED LEARNING IN INCLUSIVE SETTING

Abstract

This paper explores the role of teachers as facilitators in fostering inclusive classrooms through Differentiated Instruction (DI). As contemporary education becomes increasingly diverse, with students from diverse ethnic backgrounds, abilities, and learning styles, inclusive education ensures that every student has access to high-quality learning opportunities. The study highlights DI as an effective approach for accommodating diverse learner needs and promoting equity and participation in the classroom. The study adopted a descriptive-based theoretical approach based on secondary knowledge.In order to improve student engagement and academic outcomes, it examines how teachers apply DI techniques to establish comfortable classrooms that accommodate diversity among learners. By adopting a facilitator role, teachers guide students on personalized learning paths, employing strategies such as pre-assessment, tiered assignments and flexible grouping. The findings advocate for a holistic approach to teaching that values diversity and fosters growth for all students, aligning with the goal of achieving equitable educational outcomes as stipulated in international frameworks like UNESCO’s Sustainable Development Goals (SDG).