Analyzing Differentiation Implementation in Metta School, Singapore

This project is a case study analyzing the implementation of differentiated instruction in special education at Metta School, Singapore. The study explores the challenges and opportunities within the school's practices, focusing on how effectively differentiated instruction is utilized, the instruments teachers employ, and the overall impact on student development. The research also aims to identify factors influencing these practices and suggests potential improvements. The project includes an introduction outlining the problem, significance, and research questions, followed by a literature review on special needs students, differentiated practices, and influencing factors. The methodology chapter details the research design, approach, and data collection methods. The study then analyzes the data collected to draw conclusions and provide recommendations for enhancing the effectiveness of differentiated instruction at Metta School, with the ultimate goal of improving educational outcomes for special needs students.

Differentiation in special education school:
Analyzing the level of implementation and factors
that influence practice- A case study of Metta
School Singapore

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION..............................................................................................1
1.1 Overview..........................................................................................................................1
1.2 Statement of the problem.................................................................................................2
1.3 Significance of the study..................................................................................................3
1.4 Research aim and objectives............................................................................................4
1.5 Research question.............................................................................................................4
1.6 Structure of the dissertation.............................................................................................4
CHAPTER 2 LITERATURE REVIEW....................................................................................7
2.1 To understand the concept of special needs for students with Autism............................7
2.2 Extensive utilization of differentiated practices for students with Autism......................9
2.3 Implementation instruments adopted by the teachers for students with autism.............11
2.4 Investigating the effectiveness of the techniques on the overall development..............14
2.5 Factors that influence the practices of differentiated instruction in the special school. 16
CHAPTER 3: RESEARCH METHODOLOGY.....................................................................19
3.1 Introduction....................................................................................................................19
3.2 Type of investigation......................................................................................................19
3.3 Research design..............................................................................................................19
3.4 Research philosophy......................................................................................................20
3.5 Research approach.........................................................................................................21
3.6 Sampling........................................................................................................................22
3.7 Data collection...............................................................................................................23
3.8 Data analysis..................................................................................................................23
3.9 Ethical consideration......................................................................................................24
REFERENCES...........................................................................................................................2

CHAPTER 1: INTRODUCTION
1.1 Overview
In the schools, classrooms are filled with diverse students who differ culturally,
linguistically and even in the cognitive aptitudes as well as knowledge. For enhancing the
students learning, many of the schools have adopted the differentiated instructions. It is
defined as the approach which used for making the students learn which have differing
abilities. In the present era, society has been changing and is becoming comfortable with the
children who are different from others (Kauffman, Hallahan, Pullen & Badar, 2018). Now,
the capability of the individual is judged by the ability which they perceive. Due to this
reason, special schools have been designed for the children in addressing their differences.
Metta School is one among the Singapore which has been providing the services to the
special students. It was established in 2001 by the Metta Welfare Association by the support
of the Ministry of Education and National Council of Social Service (History and
background Metta School, 2018). These schools aim to increase the capabilities of students to
be self-sufficient and help them achieve success which is usable in case of typical classroom
studies. The common special needs students include learning disability such as Dyslexia,
emotional and behavior disorders, developmental disabilities, etc.
The only differential trait in general and special education is that unique and different
types of methods that are adapted for teaching the students. On the other hand, in general
knowledge, a standard curriculum is used which includes a public education environment so
that they all can get access to it (Barton & Tomlinson, 2012). According to the statistics data,
it has been further revealed that there are around 93 million of children under the age of 14 or
5.1% of the world’s population are living with the moderate or the severe disability.
Generally, in low-income countries, they do not get proper facilities like schools and even
they are not vigilant about the practices such as special schools. Because of this reason, many
of the children are not able to get a proper education because of their different needs. As in
the case of Singapore, special education is governed by the Singapore Ministry of Education.
According to the law of the nation, the special need students are given the options to select
the general education or special education. But most of the students get into the special
schools. With this, different countries have diverse laws for the special school.
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In general, it can be further stated that the school has become more concerned about
the education of the special schools and due to this reason, they are adopting the new
techniques. Even the implementation in the process is adequate in many of the cases. But at
times they are not able to cope up with this process (Ledford & Gast, 2018). Majority of them
indicated that the main challenges which occur in the classroom are regarding technology in
the education system. Sometimes the teachers are not able to adequately address the students
with the disability. This makes the implementation weak and majorly the students have to
suffer from the flaws. On the other hand, Metta School, the differentiated practices are not
according to their needs and requirements (Horner et al., 2005). As an individual with the
hearing problem and the student with dyslexia requires different types of methods and their
need as well as the capacity for grasping the content is also different in the case. Due to lack
of inefficient way adopted by the school, the implementation problem comes into the focus.
1.2 Statement of the problem
Supporting the children with special abilities is not sufficient if proper strategies are
not implemented for meeting the needs of the students. The main problem which is witnessed
in the Metta School is regarding the implementation of the instruments which will help the
students for making them capable (Walsh, 2012). Besides this, several different methods and
practices are documented for the success of the students, but it described that educators are
inconsistent of the use and ways and due to this reason, the quality of the education in many
of the countries are degrading. For this reason, many of the communities and the society are
demanding improvements in the performance and the teaching quality in Metta School
(Ashman & Conway, 2017). For this, it is essential to carry out the analysis for determining
the areas which require improvement in the process. This study will further help in analyzing
the level implementation that is carried out in the special school. Differentiation practices in
the special schools are focused more, and it is initiated that these practices are effective in
improving the academic level of the students. There are many differentiated techniques such
as assistive technology as by using the computers, screen readers, etc. this can help in
improving the knowledge and concept of the students (Mittler, 2012). But the main problem
that is arising in the implementation process is regarding the inefficient educational staff. It
has been witnessed they are not able to teach the students because of the lack of training. In
the case of the Metta School, there are proper infrastructures, but with lack of knowledge in
executing the technique, adequate education is not provided to the special education. It is
difficult for teaching the special school teachers without the differentiation practices.
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1.3 Significance of the study
The study is significant because with this implementation process, the future and
development of the special students are linked. Effective implementation has an enormous
impact on the overall development of the student. In case of ordinary students, they can do
their job with least guidance, but in fact of special students, they are in need of proper support
to accomplish their task (Harry & Klingner, 2014). On the other hand, another importance of
the study is to analyze the problem regarding the implementation process in Metta School. It
is essential to identify the area which needs maximum improvement to effectively utilize the
resources which are adopted by the special education school (Feng & Sass, 2013). From the
researchers, it has been identified that differentiated instruction requires significant staff
development, but even if the training is provided, they are not able to render the effective
services in front of the students. According to Crockett & Kauffman (2013), it described that
it is difficult for the teachers to change because of the inadequate time and the schedule
which is provided to them. Due to this reason, they always focus on the more straightforward
ways to make the students learn about the subject. The major difficulty for the differentiation
lies in determining how to establish its use in the school (Huberman, Navo & Parrish, 2012).
With the help of these aspects, a proper strategy can be made for effectively implementing
the differentiated services in the special school. This study will help in providing knowledge
by investigating the extent to which the differentiated instruction is executed in the Metta
School by carrying out the sampling of the teachers who are teaching those students.
Besides this, by gathering the information from the teachers of this school, it will
further help in identifying the factors which influence the implementation process. The
results of the study can guide the administrators as well as the trainers of educators to be
more successful in implementing professional development by the differentiated strategy in
the special students. It helps in clarifying the importance of the implementation process on
the development of the student. By carrying out the systematic study, it will assist in
analyzing the potential factors which can help in enhancing the process of differentiation
instruction for the students. Besides this, the techniques can be further studied by the teachers
in effectively utilizing the implementation method in the teaching. Policymakers and even the
school administration can also use this information for carrying out active education practice
in the special school. By emphasizing on these aspects, it can be mainly investigated that the
study is essential for all the individuals who are associated with the special education system.
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1.4 Research aim and objectives
Aim
Differentiation in special education school: Analyzing the level of implementation and
factors that influence practice-A case study of Metta School Singapore
Objectives
 To identify how extensively the Metta school utilizes the differentiated practices
 To understand the implementation instruments adopted by the teachers in satisfying
the need of the special students
 To investigate the effectiveness of the techniques on the overall development of the
Metta school.
 To identify the factors that influence the practices of differentiated instruction in the
special school.
 To recommend ways and methods that can help in solving the problem arises at the
time of implementing instruction in special education school.
1.5 Research question
 How extensively does the Metta School utilize the differentiated practicesby the
Metta School?
 What are the implementation instruments adopted by the teachers in satisfying the
need of the special students?
 How are the techniques effective in the overall development of Metta schools?
 What are the factors that influence the practices of differentiated instruction in the
special school?
 What are the ways and methods that can help in solving the problem arises at the time
of implementing instruction in special education school?
1.6 Structure of the dissertation
The structure of the dissertation has been explained as follows-
 Chapter-1: Introduction- This chapter provides an overview of the differentiation in
the special education school. It further highlights the problem which is occurring in
the implementation process of the differentiated services. By including the research
objectives, it has provided a path to executive the study.
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 Chapter -2: Literature review- This constitutes the second chapter of the dissertation.
The literature review is an in-depth investigation of the topic. By using the secondary
data, specific research will be carried out on the issue.
 Chapter-3: Research methodology- This is one of the most critical chapters which
will focus on the development and description of the research framework. Here, the
study is based on a mixed method including qualitative and quantitative approach and
accordingly description of selected methods and procedures have been provided.
 Chapter-4: Data analysis –This assist in analyzing the data which is collected from
the teachers of Metta School. The received data are effectively presented with the help
of separate themes and relevant analytical tool.
 Chapter-5: Conclusion- Lastly, the discussion has been carried out and in the same
manner the conclusion is drawn from the collected information. This is also helpful in
deriving the recommendation for enhancing learning among special students.
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CHAPTER 2 LITERATURE REVIEW
2.1 To understand the concept of special needs for students with Autism
According to Roberts (2010) students with Autism have the learning inabilities due to
trouble in the field of playing, interacting and building a relationship with others. These
inabilities do not allow them to learn effectively and update their existing level of knowledge.
This mandates the specific requirement for the care of the children with Autism because they
need special attention to understand something which is being gone around them. This helps
them to develop and grow with the understanding of surroundings. The increased knowledge
facilitates to derive the outcome since all the students with the autism are provided the special
education and the learning practices are shaped following their special needs.
Chasson, Harris & Neely (2007) asserted that special needs arise out of the disability
of students with Autism. Owing to this, they are provided the education in the special schools
where teachers adopt different approaches to their learning. For instance, the differentiated
instruction would work effectively instead using the general method of teaching. These
teaching approaches are helpful for resolving the issues related to communication, proper eye
contact and building social relations with students with autism. However, Simpson, de Boer-
Ott & Smith-Myles (2003) argued that without the use of suitable teaching approaches, it is
difficult to address the requirement of students with autism since they seem less interested in
taking part in the routine activities due to their inabilities. At this juncture, the special
curriculum or differentiated instructions helps in developing their understanding so they can
focus on the specific aspect and accordingly get attracted towards their learning.
For this purpose, the Autism Spectrum Disorder Inclusion Collaboration Model is
helpful through which teachers provide the education for students in an efficient manner. This
model emphasized the sharing of decision making and integrated responsibility among
different parties including general educators, support personnel and special educators.
However, Shattuck, (2006) asserted that professionals from various disciplines are required
through which they can impart learning to students with Autism and generate positive attitude
among them so they can effectively contribute towards their development.
It has been evidenced in several studies that students with autism lack social skills,
learning abilities and many languages through which it becomes difficult for them to study in
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the general education environment (Loiacono & Valenti, 2010; Newschaffer, Falb & Gurney,
2005; Roberts, 2010). Owing to this, special instructional methods are used to enhance the
ability of students to learn effectively from given instruction. For this purpose, Individualized
Education Plan (IEP) team, general education teachers and the instruction assistants are
involved in the education program through which students can be provided proper assistance
in understanding the particular language and incorporating the same into their development
program. At this juncture, Ingersoll & Dvortcsak (2006) argued that additional time is needed
by the teachers who are handling the students with Autism so they can effectively decide
about the academic tasks and plan for individuals to effectively learn from severe issues they
are facing. However, Bitterman, Daley, Misra, Carlson & Markowitz (2008) argued that it is
vital to have reduced number of students in the class so that teachers or instructional
assistance can effectively cater the requirement of the students. At this juncture, Horner et al.,
(2005) a large number of students in the class make it difficult for teachers to address the
individual requirement for the students with autism. This met requirement indicates that
collaboration model for the students with the Autism covers all the specific condition through
which the needs of the special students can be met in the right manner.
Figure 1: Autism Collaboration Model
(Source: Simpson, de Boer-Ott, & Smith-Myles, 2003)
According to Simpson, de Boer-Ott & Smith-Myles (2003) the special need of
students are met with the proper teaching style through which they can learn properly and
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understand the social environment. However, the issues related to communication and
interaction are resolved with the appropriate behavior of teacher and style of teaching which
they use with the students. It consists of different aspects including verbal language, body
language, task analysis, transition method and appropriate paraeducator facilities. This shows
that students with the special needs require the different environment of teaching along with
the home-school collaboration where they get support from their parents as well as teachers.
Nonetheless, the support from the teacher is not sufficient since the students devote
much of their time at home with their family members and parents, so it mandates the
appropriate degree of collaboration between school and home. This collaboration facilitates
to shape the right strategies for the learning program with the mutual understanding. Ruble &
Dalrymple (2002) stated that the cooperation is helpful as the parents would be able to
provide the information related to the level of development and support needed for the
students in the school. This assistance would further be effective in catering to the specific
needs of students and offer them an appropriate environment where they can continuously
learn.
According to Lynch & Irvine (2009) student independence, task analysis, consistent
intervention and generalization of skills are practical aspects which are considered in catering
the requirement of students with special needs. At this juncture, tasks are divided into
different parts and made understood to students through which they get little understanding to
complete the same. Apart from this, Giusti, Zancanaro, Gal & Weiss (2011) asserted that the
consistent intervention takes place wherein follow up it considered for the students related to
their appropriate or inappropriate behavior in different circumstances. This observation
makes it possible to enhance their learning from preparing the right approach for their
education. On the contrary, professional knowledge with the help of teachers proficient in
different domains is required. Also, it is crucial for those teachers to follow the differentiated
instruction by intervention. By using this kind of practices, the chances of enhancing the
existing knowledge of students get increased. This depicts that special needs are catered with
the set of actions applied by the special schools through to provide an excellent learning
environment for the students and influence them to learn quickly.
2.2 Extensive utilization of differentiated practices for students with Autism
The special schools use the different types of practices for the development of special
students including the inside the classroom practices and technical learning practices (Cook
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& Cook, 2013). The inside classroom practices are helpful for teachers of the special school,
for enhancing the learning of the students in the classroom (Fulton, 2012). According to
Harry & Klingner (2014), personalized education ensures the teaching of every student in an
effective manner. In this regard, the teacher reaches each student in the classroom and
provides the learning for each student separately. Similarly, this type of teaching practices
ensures the face to face contact of the teacher with the student because of the Autism affected
students does not give their reaction when the someone talking with them (Kurth &
Mastergeorge, 2010). This type of teaching is helpful for the teachers to enhance the
understanding of the different ways of education through which the teacher improves the
learning of the student. However, due to personalized education, some students gain low
attention from the teachers which disturb the learning of those students (Zanobini, 2013).
Thus, it is essential for the teachers to give the proper attention to each student in the
classroom. In this context, Hoban (2002) asserted that the professional learning model helps
to a teacher by providing the step by step approach for delivering the effective teaching to
students. Due to this, the teacher ensures the intervention of the student requirement in
education and the aspects of the student which need the improvement. Therefore,
personalized education helps for assessing the shortcoming of the students who have suffered
from the Autism.
Figure 2: Multi-tier system of support in education
(Source: North Carolina Virtual academy, 2018)
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The visual contact is significant for elevating the impact of the school on the students
with Autism because of this type of students who are unable to create the direct contact with
the speaker (Hayes et al. 2010). In this regard, by providing visual support to the student, the
teacher of special school overcome the students' shortcoming and gratify their learning
(Hirano et al. 2011). Similarly, the visual support enhances the communication between the
student and the teacher thus; with the help of the teacher, a student put their attention on a
particular topic (Hayes et al. 2010). It increases the concentration power of the student
because the students who survived from Autism have low concentration ability. In this
context, Karabulut (2013) mentioned that the visual support in the classroom allows the
student to express their feeling and thoughts. It also enhances the creativity of the student
with special care. For this purpose, school teachers use the visual ads for specifying any task
or activity and used videos to improving the verbal communication of the students. In this
manner, by using the interactive and collaborative technology such as vSked, the
enhancement in the independence, consistency and predictability of Autism affected students
is done very easily. On the other hand, implementation of this technology minimization the
number of tutors in the school and increase the transition speed of student form one task to
another (Cramer, Hirano, Tentori, Yeganyan & Hayes, 2011). Therefore, visual support for
student with Autism in the classroom positively influences the student learning to a great
extent.
According to Hirano et al. (2010), prompting is used for providing the guidance for
any process to the special need children. In this regard, the teacher selects effective
prompting techniques such as modeling, verbal prompts, manual prompts and drawings and
images for teaching the student (Mims, Hudson & Browder, 2012). In this context, Cihak,
Fahrenkrog, Ayres & Smith (2010) asserted that the video modeling is most effective
prompting technique provide the learning of digital instrument which enhances the technical
assessment of the students with Autism spectrum disorder. On the other hand, the discrete
trial teaching, improve the behavioral strategies of the teachers when educating the students
with Autism. In this context, Hall, Grundon, Pope & Romero (2010) mentioned that special
training provides to the teachers for improving their capabilities in the creation of effective
strategies in the education of special care student. However, the use of particular practices is
not enough for retaining the predicted outcome for educating the student with Autism
spectrum disorder (Cook & Cook, 2013).
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2.3 Implementation instruments adopted by the teachers for students with autism
There are several instruments which can be utilized by the teachers in fulfilling the needs
of the special students such as curriculum mapping, teacher's survey, non-academic and
measurement tools (Ismail, Almekhlafi & Al-Mekhlafy, 2010; Ylimaki, 2011). In this
manner, it would be helpful for the teachers to know about the perceptions of special students
and do developments according to their needs.
 Curriculum mapping- According to Eskay & Oboegbulem (2013), an appropriate
curriculum can be designed in urban schools for the education of special students
because it will create a general curriculum to handle the disabilities practically. The
mapping of the curriculum is one of the primary instruments for fulfilling the
requirements of the special students because it is helpful to remove the hurdles and
issues in the context of students. Similarly, Ariss (2017) stated that the absence of
effective curriculum generates and lack of interest of special children in education
generates a lot of problems related to growth and development of students. However,
Harden (2001) argued that adequate personal interaction is more important than the
curriculum because through interaction students become closer to the instructor and
try to explain their problems. In this regard, the teachers would be able to know about
the character and qualities of disabled students.
 On the other hand, Ylimaki (2011) mentioned that the special schools could use the
Universal Basic Education (UBE) scheme to treat the special students and to create a
curriculum in the school because the system is intentionally designed to cater the
disable students who are developed through educational policies. On the contrary,
Ismail, Almekhlafi & Al-Mekhlafy (2010) argued that the system is not seriously
committed by the government in all schools, so the system is not successfully
implemented in the schools for special students. Therefore, it reveals that curriculum
mapping is required to know about the preferences of the special students and it can
be easy for teachers to identify the needs through personal interaction. Although, UBE
system has also been implemented to judge and behave with special students.
Wiggins & McTighe (2011) stated that integration of the curriculum into the
life of students and develop the connections keenly is not an innovative aspect of
knowing about the needs of special students. In this context, the involvement of
various activities and discussions should be there in the curriculum to bring the
students at a higher level. Hence, it would be helpful for the students to deal with the
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issues and complex content critical thinking. However, Eskay & Oboegbulem (2013)
argued that the rendered information remains worthless in the absence of a coherent
curriculum. In this regard, an effective curriculum should be maintained between
students and teacher's life because from that teachers can offer the various activities
and materials.
Moreover, as per the given material, the special students try to elaborate their
ideas and skills which shows their keen interest and experiences in activities. Thus, it
indicates that a curriculum plays a significant role between teacher and students which
can be helpful to create a bond both of them. Further, through this, the knowledge and
learning of the students can be explored and promoted, so that the need of the disabled
students can be identified.
 Non-academic instruments- The teachers can use the various non-academic
instruments involving music, games, physical education, learning style inventories,
etc. to know about the special students' needs and desires (Ogunnaike, Tairat, Adeniyi
& Omolade, 2014). These are the exceptional students who require the special
attention by the teachers to make them understand. In this context, Sharma, Loreman
& Forlin (2012) asserted that non-academic instruments are the inclusive practices
which are used to measure the teacher's efficacy that how effective they to tackle the
special students. With the help of non-academic practices, teachers come closer to
disable students by creating an emotional environment. Nonetheless, Gable, Sheth,
Wilson & Park (2012) argued that non-academic instruments adopted by those
teachers who have less self-effectiveness to deal with the special students. Hence, the
teachers spend a lot of time on the non-academic activities to identify the
requirements of students, but this is the less effective teaching strategies which
trouble the students learning capacities. Apart from this, Tessier, Sarrazin &
Ntoumanis (2010) explained that psychological measuring is the appropriate non-
academic instrument which is used by teachers to identify the problems of two
different groups. For example, some of the teachers focus on the area of instructions
as well as discipline whereas other group's teachers use the strong sense which is
associated with moral responsibility. Besides this, Williams (2012) stated that music
could be helpful for the teachers to recognize the needs of the special students because
most of the disabled students remain attached with music and express their desires
through lyrics.
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 Moreover, music touches the heart of people, in this way, the teacher can easily
handle the special students through music programs and develop the mental happiness
among them. It shows that non-academic instruments are helpful to deal with the
special students because it provides an opportunity to measure the productivity of
students as well as teachers. Further, it brings the students and teacher close to each
other because they are associated with inter-connectivity.
 Measurement instruments- These are the instruments which are mostly adopted by
the teachers to assess the needs of special students because these are associated with
differentiated instructions. In this regard, Scholl et al. (2011) asserted that
measurement instruments are the type of observation which is used by the teachers to
observe the psychological aspects of the students. For example, the students can be
measured from differentiated skills such as poem readings, crafts, social activities, art
and other areas of interests. Further, the students would be categorized from their
learning skills and teachers come to know about the relevant needs of the disabled
students. Similarly, Loreman & Forlin (2012) the students can be measured by
different types of length, applicability, psychometric qualities, etc. Moreover, the
students would be categorized between grades of 1 to 3. In this context, Koster, Pijl,
Nakken & Van Houten (2010) mentioned that the children could be analyzed by self-
perception, self-description questionnaire, pictorial scale for social acceptance of
young students, etc. From these measurement instruments, the results can be derived
along with the needs of students because the outcomes may be based on the
perceptions and desires. Therefore, it reflects that measurement instruments are more
adaptive because they provide the actual results regarding the needs and attitudes of
the students. Further, the measurement would be based on the skills and knowledge of
crafts, paint, music, etc.
2.4 Investigating the effectiveness of the techniques on the overall development
The methods which are used by the special education schools are useful for the global
development of students. Dwyer, Xu & Tanaka (2018) stated that behavioral measures are
helpful to investigate the nature and behavior of the special students in the school because
these measures create a bond between teachers and students. Moreover, with the help of
behavioral standards, teachers can identify the face of adults on the autism spectrum.
However, Abdalla (2015) argued that visual aids and classroom interaction are more adaptive
because in these techniques' teacher uses graphics and small group discussions among
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students. The Autism are unable to express their views and ideas in verbal communication;
however, visual aids would be helpful to generate professional learning in the Autism
students because visual aids provide the clear identification to write on the paper and students
can effectively communicate with others through written communication. On the contrary,
Hayes et al. (2010) argued that the students who also have poor writing skills then video aids
would not be applicable because they might understand the concept but not be able to write
on the paper. In this context, they have to learn to write first, then they can easily understand
the visual aids and can dictate on the article in the form of their views. Hence, it reveals that
visual aids and small group discussions are helpful to generate the learning skills in Autism
and their interaction skills can be improved through written communication.
Ganz & Flores (2009) mentioned that the special education schools could focus on
language intervention for the Autism children because more difficulties arise in their
language. The students become unable to express their ideas in verbal form due to language
problems. In this case, the schools can implement direct instruction language program with
elementary students for the development of Autism disorder students. Furthermore, there is a
relation between direct instructions and verbal language skills can be demonstrated with the
help of the reputation of skills (Pennington, 2010). Similarly, Shukla-Mehta, Miller &
Callahan (2010) stated that direct instruction is helpful to improve the reading comprehension
of Autism through development in delays in communication. Moreover, it has been found
that the direct intervention provided the optimum results for Autism in general form. Thus, it
shows that immediate intervention is the crucial task for teachers to teach the special students
because it special focuses on the communication skills by learning and observation.
Tachibana et al. (2017) asserted that the systematic review of the students is the
primary practice for the teachers to judge the special students on a regular basis. With the
continuous study, the teachers come to know about habits, skills and way of interacting with
others can be analyzed adequately. However, Carmody & Lewis (2012) mentioned that social
communication focused and multimodal developmental model can be useful in the form of
evidence-based practice because in this type of methods students come together on
collaborate basis. Moreover, it shows evidence of an effect on the replication of social
interaction from the Autism disorder students towards others (Pollard, 2010). Hence, social
communication model contributes to the families and clinicians by providing the choice of
intervention for special children. Similarly, Ruble, Toland, Birdwhistell, McGrew & Usher
(2013) stated that studies with intervention are useful for the teachers because it delivered to
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parents or directly to the child with the help of the special educators, psychologist and other
health professional students. On the other hand, Pollard (2010) asserted that special schools
could implement music programs to improve the social skills of the students who are
suffering from Autism disorder. However, the music is the most peaceful elements which
attract the everyone who is lying the disease or not. Moreover, disordered students, it is
appropriate to involve them in different activities such as competition, general comparisons,
etc. It indicates that social communication modal facilitates better results to handle the
Autism spectrum disorder students because it develops the interconnections through families
and special learners among students. Further, music also useful for disabled students to
develop learning skills as well as make contact with others.
Odom, Collet-Klingenberg, Rogers & Hatton (2010) mentioned that play intervention
strategies have a significant contribution for the children with Autism disorders because, with
the help of this, the students become more attentive, learn social skills, social languages,
cooperation and turn-taking back, etc. through others. Apart from this, Ruble et al. (2013)
stated that self-efficacy becomes mute for the special educators because they remain engaged
more with attrition rate in comparison to general educators, associated with higher stress and
tension. Hence, these factors affect the availability ratio of special educators in national wise.
Similarly, Klassen, Tze, Betts & Gordon (2011) stated that the shortage of special educators
affects the behavioral, and learning problems of the special students. Moreover, personal
efficacy is used by special educators to develop the positive results of the students whereas
general effectiveness is used by teachers to make improvements and positive changes in the
students. Besides this, Ruble, Dalrymple & McGrew (2010) explained that general self-
efficacy measured the sensitivity between teachers and students and identified the
relationship concerning self-efficacy. Moreover, in general efficacy, teachers needed task-
specific skills to perform the activities for the special students. Therefore, it shows that self-
efficacy is required to handle the special students of Autism disorder because it cooperates to
measure their skills, knowledge and habits of students. Hence, to deal with the disorder of
Autism, special and general self-efficacy is required through special and general educators.
2.5 Factors that influence the practices of differentiated instruction in the special school
The methods of differentiated instruction in the special school get affected through
several factors such as innovation, size and age of students, full curriculum, etc. (Smit &
Humpert, 2012; Ernest, Heckaman, Thompson, Hull & Carter, 2011). Differentiated
instructions are complex to implement in the special schools because these cannot take place
16

in a short period. It requires specialized training for the teachers to handle the disabled
students in the school.
 Innovation- Every type of special schools focuses on the development of
innovations in teaching styles because it offers an updated scenario for the students as
well as teachers. In this regard, Joyce, Crockett, Jaeger, Altindag & O'Connell (2014)
stated that implementation of innovation in the individual schools affects the practices
which are applied by the teachers to incorporate the students in the activities. In this
regard, as per the changes, teachers become bound to modify or replace the practices
with new ones. However, Avvisati, Gurgand, Guyon & Maurin (2013) changes
accepted by the teachers on a regular basis because it shapes the personality of
students along with teachers. Moreover, the teachers respond differently to the
implementation of changes in the school because they carry different age groups,
experiences and skills. On the contrary, Kiley (2011) argued that teachers in special
schools do not readily accept the renewal of education practices because it requires
the collective action between teachers and students. Furthermore, resistance to
changes arises due to negotiation with professional identities. Therefore, it shows that
innovation affects the practices of teachers because they need to adopt the changes
and apply them to the special students for the development and to offer them an
appropriate environment in the school.
Kiley (2011) stated that practices of differentiated instructions in the schools
influenced by individual professional development. However, Brennan et al. (2014)
the methods cannot be changed merely through a change in individuals. It can not
take place in the absence of development of an entire school. Moreover, to implement
the changes effectively in special school, the whole system requires to change.
Similarly, Waldrop (2013) mentioned that the entire development of school could take
place with the help of e-learning innovations. If the special school's teachers focus on
digital learning, then it can be beneficial for teachers as well as students because it
requires the upgradation in teachers to teach the special students.
Moreover, students will try to learn better from digital innovation. Owing to
this, the teachers have to modify their existing learning processes and adopts the new
techniques to make students more understandable in special cases. Thus, it indicates
that innovation in special education affects the teacher's practices because it requires
the differentiation in practices to handle the varied types of students. For this purpose,
17

change can be cooperative for the teachers and accordingly, they have to amend their
traditional methods for the development of students.
 Overcrowded curriculum- Curriculum always affects the nature and practices of the
teachers in the special education because different teachers have various personality
and own moral values (Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011).
But the overcrowding of disable students affects the mental peace of the teacher's and
owing to this; they have changed the differential practices to treat the students. In this
context, Dijkstra, Walraven, Mooij & Kirschner (2017) stated that in the current era,
the number of curricula has increased and due to this teacher become unable to devote
the special attention to the essential amenities of the students. In this way, teachers
become unable to focus on the pre-created formulation and practices; hence, they
have to change their practices to manage the disabled students in the heavy
curriculum. However, Alamri & Tyler-Wood (2017) argued that the involvement of
the social curriculum in the schools is critical to deal with the differential students
because all the students possess a variety of social values and culture. At this juncture,
the school management can add the new management practices to remove the crowd
of the students. They can specify the limit of students in the schools that no more than
this limit, students would not be allowed in the schools. By considering this, there will
be requirements of fewer efforts of the teachers and they can adjust with existing
curriculum and can reduce the problem of overcrowding. It indicates that the
overcrowded curriculum is an issue for the teachers in the special education but they
can deal with it by maintaining a limit and beyond that limit, teachers would not be
responsible for any mishappening.
 Size of the students and schools- According to Reis, McCoach, Little, Muller &
Kaniskan (2011), size of school and students affect the practices of teachers in the
special education because teachers have to apply the methods by keeping the number
of students and availability of space in the schools. Similarly, Ng (2015) that the
teacher remains unable to collaborate a large number of disabled students in a single
roof and it becomes horrible for them to deal with the students. Because the internal
factors of the students come out in the environment where they are learning and for
the collaboration of all the students, the management can divide the students into a
multi-tiered system. Moreover, in this system, the students would be categorized into
different streams as per recognizing their keen interest (Lemons, 2011). In this
manner, it can be easy for the teachers to perform the cooperation with special
18

students and accordingly, the teacher would change the practices for the different
stream students. On the other hand, Jackson (2017) mentioned that by applying a
multi-tiered system, the teachers come to know about the social behavior of the
students. Further, the large number of students can be managed in a small space by
useful categorization and teacher not suffers from mental unrest. Therefore, it reflects
that teaching practices of the teachers concerning special students get affected by the
size of students and school; however, the teacher can manage these types of issues by
implementing the multi-tiered system in the special education.
19

CHAPTER 3: RESEARCH METHODOLOGY
3.1 Introduction
The chapter of research methodology includes the required methods to collect the data
and analysis to complete the entire research within a specific period. The section is associated
with a type of investigation, research design, philosophy, approach, sampling and data
collection methods, data analysis, etc. The research methodology chapter provides detail
information regarding the practices which are applied for the research with appropriate
justification of reasons. Hence, the study explains that the researcher adopts the specific
methods to collect the data quickly. By considering this, the main aim of the research can be
effectively achieved. In this regard, for the current study, the chapter of research
methodology can be described as follows-
3.2 Type of investigation
There is two type of investigations such as qualitative and quantitative which are used
by the researchers as per the requirements (Neuman, 2013). Quantitative research approach
provides clear information regarding the study by applying statistical tools such as
correlation, regression, t-test, chi-square, etc. This approach is based on the two or more
variable in the form of dependent or independent variables (Bernard, 2017). On the other
hand, qualitative research facilitates the detail information regarding the collected data of
research (Ragin, 2014). The qualitative study involves all the participants who are associated
with research direct or indirect manner and focuses on the detailed information of the
research. This research more specific towards the achievement of objectives and aims.
However, the quantitative analysis needs additional time for the application of statistical and
mathematical tools for deriving the optimum results of the study (Brannen, 2017). It indicates
that for the current investigation, qualitative research is more appropriate for the analysis of
differentiation in particular education school and factors that affect special children in the
special education. The investigation requires detailed information for qualitative
measurement with regards to the study of special students, so, a qualitative approach has been
used by the researcher instead of a mixed or individual quantitative method.
3.3 Research design
A research design is a framework which is used by the researchers to collaborate the
methods and techniques applied in the research to collect the data so that problem can be
20

adequately resolved (Maxwell, 2012; Mitchell & Jolley, 2011). There are several types of
research designs such as explanatory, exploratory and descriptive which are used by the
researcher as per the need of the study and to attain the optimum results (Nardi, 2018; van
Wyk, 2012). Descriptive research design provides detail information regarding the population
which are selected for the collection of data. Besides this, an explanatory design is used to
create a cause and relationship between different variables of the study whereas exploratory
designs are beneficial to explore something new for the optimization of the study (Harrison &
Reilly, 2011).
Exploratory research design can be appropriate for the current study because it
depends on the investigation of something new aspects for the collection of data. However,
the exploratory design needed the systematic investigation and relied on the hypothesis, so,
results can deviate from the exact requirements (Ioannidis et al., 2014). Nonetheless, present
study demands for the detailed analysis of the collected data, by considering this, descriptive
research design is more appropriate for the current study because with the help of this design
researcher can obtain in-depth information regarding special students of Autism disorder.
According to analysis, descriptive research design provided authentic outcomes for
the study and based on real information (Corbin, Strauss & Strauss, 2014; Maxwell, 2012).
On the other hand, exploratory design cannot be used for the current study because it is not
investigating new insights in spite of doing detail study regarding the special education of the
Autism students. Hence, selection of descriptive research design is applicable and justifiable
for the current study.
3.4 Research philosophy
Research philosophy is a set of assumptions and beliefs which are related to research,
accordingly, the researcher uses them in the particular research fields for the collection of
data (Goldkuhl, 2012). There are two types of research philosophies including interpretivism
and positivism and they can be selected from the purpose of the study. In interpretivism
research philosophy, researcher is allowed to use the own experiences, knowledge and
interpretations for the completion of study; however, in positivism philosophy, the researcher
is limited to available data and figures for the study because the researcher cannot use the
own experiences and thoughts for analysis of data (Rosenberg, 2017). In this manner, more
detail information can be collected through interpretivism philosophy due to the allowance of
own knowledge in the study. However, positivism research philosophy is used in the
21

quantitative techniques because it applies statistical tools and tests to derive the positive
outcomes (Hughes & Sharrock, 2016).
Owing to this, interpretivism philosophy is more appropriate for the current study
because the study is based on the in-depth analysis; hence, interpretivism provides the detail
information regarding data related to differentiation in special education school specifically
associated with Autism students. Nonetheless, positivism philosophy produces factual and
positive results for the study without the involvement of own knowledge concerning the
subject (Mack, 2010). By considering this, the current research demanded adequate and
detailed analysis to know about the differentiation in special education school and recognize
the factors that influence the special students. According to this, the selection of
interpretivism philosophy is justifiable because, with the help of this, the researcher can
derive the optimum results in-depth for the study in a constructive manner.
3.5 Research approach
The research approach is the set procedure which is used by the researcher to collect
the data with the help of a specific approach. There are two types of approaches such as
inductive and deductive approach which are adopted by the researcher by nature and aim of
the study (Barrett & Bolt, 2014). In this context, the inductive approach based on the all
collected data whereas deductive approach relates to specific information for the study. Apart
from this, the inductive approach depends on the secondary data of the study. Hence,
application of the inductive approach is better for current research because, with the help of
this, new concepts and theories can be developed in context to study (Soiferman, 2010; Gray,
2013). However, a deductive approach cannot be applied because it is limited to available
specific data and cannot insight the new things in the study. Besides this, a deductive
approach is used merely in a quantitative study because it applies the statistical tools and
methods to derive better outcomes. By considering this, inductive research approach has been
used for the current study because it is based on a qualitative study in which primary
emphasis is given on qualitative and detailed aspects of the study. So, inductive approach is
appropriate to get detailed information regarding the investigation.
Owing to this, a deductive approach cannot be used for the current study because it
depends on a systematic structure as well as less flexibility is provided to researchers in a
particular study. Nonetheless, the inductive approach offers the higher level of flexibility to
investigators so that in-depth analysis can be done for the collected data (Brannen, 2017).
22

Hence, it shows that the application of the inductive approach is justifiable for the review of
differentiation in special education for Autism students and the factors which have a
contribution to affect the students. Because the study is based on the detail information which
can be collected through inductive approach; in this case, a deductive approach is not
appropriate which is based on the specific data instead of on generalization.
3.6 Sampling
Sampling is the group of people, items and objects of the large population which are
used by the researcher to complete the study so that objectives and aim of the study can be
achieved (Kral et al., 2010). In the research, there are two types of sampling including
probabilistic and non-probabilistic which are selected from the objective of the study
(Pedroni, Zio, Ferrario, Pasanisi & Couplet, 2013). The objects have equal chances to get
involved in the research in probabilistic sampling whereas there are no equal opportunities of
selection in non-probabilistic sampling technique (Mehta & Dang, 2011). However,
probabilistic sampling includes stratified, random, snowball, etc. whereas non-probabilistic
sampling involves the purposive sampling for the collection of data. By considering this, non-
probabilistic sampling has been selected for the current study because it is easy to use and
provides the relevant outcomes for the study. In this regard, purposive sampling has been
used for the collection of data regarding differentiation in special schools for Autism
students. Hence, it is helpful to know about the effectiveness of the practices which are used
by the teachers to handle and develop the Autism students in special education. Further,
experienced and knowledgeable teachers would be selected from purposive sampling. It
indicates that the selection of purposive sampling is appropriate for the current study instead
of probabilistic sampling because it involves all the respondents on an equal basis which is
not the demand of present research.
In the current study, the population is teachers, so 5-7 experienced teachers have been
selected for the interview to derive the optimum results of the study regarding Autism
students. Owing to this, selection of experienced teachers is suitable for the current research
to develop the adequate outcomes of the study. In this case, probabilistic sampling cannot be
used to collect the relevant data because the sampling has been taken from experience and
knowledge which cannot be considered in probabilistic sampling because it based on
randomization. Therefore, selection of purposive sampling is justifiable for the study instead
of probabilistic random sampling.
23

3.7 Data collection
Data collection is the procedure which is used to collect the relevant data for the
respective study. Primary and secondary are two types of data collection methods which are
used by researchers to gather adequate data (Cline, 2011). The data which are collected the
first time come under the category of primary data whereas the data which are already
available and from them, new data has been received are identified as secondary data
(McDaniel & Gates, 2013). In this context, observation, interview, online survey and
questionnaire, etc. are the primary methods whereas secondary methods include literature
review, annual reports, magazines, journals, etc. which are adopted by a purpose of the study.
It is not necessary that researcher individually use primary or secondary data
collection methods for the collection of data; however, both can be adopted from
requirements of the study (Palinkas et al., 2015). By considering this, both types of data
collection methods have been selected for the current research study because it is based on
the differentiation in special schools of practices used by the teachers and their impact on the
behavior of Autism students. For the study, a mixed approach is appropriate because the
interview has been taken of the experienced teachers of special schools to derive the perfect
results about the students. Along with this, the observation method has also been used to
collect the data from the Autism students because for them interview cannot be conducted,
only through observation data can be obtained in this case.
With the help of interview and observation methods, factual and authentic data can be
collected for subject manner; however, secondary data may be wrong and unauthentic for the
research of further studies (Hair, Wolfinbarger, Money, Samouel & Page, 2015). Hence, by
keeping the importance of reliability of data, the use of both primary and secondary methods
is suitable for the current study. Apart from this, for the collection of secondary data in the
present study, published articles such as journals, books, magazines, etc. has been used which
is justifiable for the study. Thus, it reflects that the selection of both data collection methods
is better to derive the relevant results of the study.
3.8 Data analysis
Data analysis is used by the researchers to analyze the collected data by considering
the objectives of the study. There are two types of data analysis techniques including
qualitative and quantitative which are applied according to the nature of the study (Neuman,
2013; Baker, 2016). In this regard, quantitative data analysis based on the statistical tools and
24

measures such as correlation, regression, t-test, ANOVA, chi-square, etc. which are limited to
desired variables. On the other hand, a qualitative study based on a detailed analysis of the
research (Bernard, 2017). Hence, quantitative methods are used merely when the study is
based on one dependent and independent variable otherwise it cannot be applicable. On the
other hand, a qualitative data analysis method is depending on the thematic analysis and for
the study, different themes are prepared to analyze the collected data. In this analysis, the
researcher is constrained towards the available data because it required the entire analysis of
data related to the aim and objective of the study (Ragin, 2014).
The current study is based on the differentiation of special education in schools and
the impact of various practices on the Autism students which are adopted by the teachers. For
the study, it demands the in-depth analysis of the collected data and that can be done through
qualitative analysis; however, quantitative analysis is not appropriate for the study because it
does not provide the vast information regarding the subject manner (Cumming, 2007). Owing
to this, qualitative data analysis has been selected for the current study by using the thematic
analysis in the context of experienced teachers and Autism students of special schools.
By considering this, thematic analysis has been used by preparing a frequency table to
derive the optimum outcomes by teachers. Hence, the required results can be achieved and
other people can easily understand the study. Thus, it shows that the application of qualitative
data analysis is justifiable for the investigation because it uses the thematic report from a
detailed study which cannot be done through quantitative methods.
3.9 Ethical consideration
Ethical consideration explains that the researcher has been used the ethical values and
morals for the completion of the study (Sarantakos, 2012). Various scenarios have been used
for the study to provoke to turn to the wrong direction and complete the study in effective and
right manner. By considering this, the privacy has been maintained for participants and their
identity has not been disclosed in the data collection procedure (Hammersley & Traianou,
2012). Further, the respondents have been involved in their will instead of forcing them. So
that authentic and factual results have been derived for the current study. Moreover, before
the collection of data, all the information and purpose the investigation has been explained to
participants and after that data has been collected regarding the current study. Apart from
this, confidentiality has been wholly maintained along with the assurance that the received
data will be adequately demolished after the achievement of the objective of the study. On the
25

other hand, secondary data has also been collected thorough authentic resources and for the
proof, requisite reference list has been provided with the subject to current study. From
ethical exposure, secondary data has not been directly taken from the available data and are
accurately rephrased in own language of the researcher.
26

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