Analyzing differentiated instructions in inclusive education of gifted preschoolers

Abstract

The article presents the findings of the research probe, whose aim was to explore the level of application of differentiated instructions in inclusive education of gifted pre-schoolers, declared by kindergarten teachers in the questionnaire. The main finding of the study was the fact that teachers with teaching practice longer than 10 years, those teaching at age-heterogeneous groups, and teachers trained at this issue on purpose, show higher level of application of differentiated instructions. On the other hand, number of pupils in a class does not influence the level of differentiated instructions. (C) 2015 The Authors. Published by Elsevier Ltd.