Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.
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