Investigation of traces about differentiated instruction in the views of classroom teachers in inclusive education

Paying attention to individual differences and thoughts like "difference means harmony" have an impact on every field of society in recent years. The aim of the study is investigation of the clues related with differentiated instruction and training processes conducted by classroom teachers having students with special needs in their classes. This study were designed descriptively in a framework of qualitative research paradigm. The classroom teachers views about use of differentiated education in classes were aimed to be profoundly investigated, as a consequence this study designed descriptively. According to the results gathered, there are four main theme. These main themes are respectively; individual differences according to the classroom teachers, the impacts of individual differences on education and instruction process, taking in consideration of individual differences on education and instruction process conducted in classes, and the problems confronted by the teaches on education and instruction process, and their expectations and suggestions. Under these main themes, education and training activities conducted by the teachers and their perspectives on individual differences were examined. At the end of the study, it was found that the teachers had knowledge about differences and although they had suggestions about what had to be done with these differences, they didn't use differentiated instruction on education and training process. Keywords: Inclusion, Differenciated instruction, Individual differences, Children with special needs, General classroom teacher.