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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