ABSTRACT One key function necessary to successfully teach a heterogeneous student population is to individually adapt instruction to students’ needs and prerequisites. Using structural equation modelling, the present study investigated whether or to what extent different factors, teachers’ personal characteristics, their joint professional activities, and school-related framework conditions contribute to the implementation of teachers’ self-reported adaptive instruction. For this purpose, teachers working in inclusive German schools (N = 471) were questioned. The instrument used to cover inclusive work was based on a multilevel concept oriented towards internationally well-established dimensions of inclusion. Moreover, personal characteristics and school-related parameters were covered. The key result revealed that the extent to which self-reported adaptive instruction is implemented by teachers depends, above all, on the teachers themselves, their characteristics, and their participation in joint activities. The structural framework, for example, school size or school type, did not play a considerable role. The contributing factors were discussed and implications derived.

中文翻译：

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使包容性教学成功：从老师的角度来看，最重要的是什么？教师的个性特征，共同的专业工作以及与学校相关的参数的作用

摘要要成功地教授异类学生群体，一项必要的关键功能就是使教学内容适应学生的需求和先决条件。本研究使用结构方程模型研究了不同因素，教师的个人特征，他们的联合职业活动以及与学校相关的框架条件是否或在多大程度上有助于教师自我报告自适应教学的实施。为此，对在德国包容性学校（N = 471）工作的教师提出了质疑。用于涵盖包容性工作的工具是基于面向国际公认的包容性维度的多层次概念。此外，还涵盖了个人特征和学校相关参数。关键结果表明，教师实施自我报告的自适应教学的程度首先取决于教师自身，教师的特征以及他们对联合活动的参与。例如学校规模或学校类型的结构框架没有发挥很大作用。讨论了影响因素并得出了影响。