With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students’ individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers’ perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students’ perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students’ experiences of their teachers’ actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed.

中文翻译：

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视角的转变——探索墨西哥中小学生对教师差异化教学实践的看法

随着学生多样性的增加，建立包容性课堂已成为全球政策制定者的首要关注点，敦促教师根据学生的个人学习需求进行差异化教学。由于差异化教学（DI）的实施主要依赖于教师，以往的研究主要集中在考察教师对差异化使用的看法。相比之下，在包容性课堂中探索学生对他们经历的看法的关注要少得多。因此，本研究旨在检验学生对教师实际 DI 实践的体验。此外，这项研究将焦点放在墨西哥，这个国家最近提出的教育模式正在发生变化。混合方差分析的结果表明，学生实际上确实认为他们的老师实施了 DI 实践。中小学教师似乎更频繁地实施精通学习和辅导系统的变体，作为区分他们教学的手段。讨论了结果的含义以及进一步的研究方向。