Abstract: Journal of Digital Marketing, E-Commerce, and Consumer Analytics

Abstract:
This study aimed to identify the efficacy and challenges of receiving teachers of inclusion in using differenti ation of instruction in teaching learners with special needs in inclusive setting. The respondents of this study consisted of 30 receiving teachers of one public school in Imus City, Cavite. The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of a questionnaire of 10 items to measure the level of efficacy of the respondents in using differentiated instruction. Second, a qualitative analysis of a focal group discussion was conducted. Results of the study showed that the receiving teachers have minimal level of experience in using differentiated instruction. On the other hand, the study found out the challenges that the teachers encountered are: lack of knowledge, limited trainings and large number of learners per class. The study recommends that provision of training seminars for all teachers about better understanding of differen tiated instructional strategies and how to implement them specially in large classes.