Resumo

SANTOS, Keisyani da Silva  e  MENDES, Enicéia Gonçalves. TEACHING EVERYONE AND EACH ONE IN INCLUSIVE SCHOOLS: the differentiated instruction approach. Revista Teias [online]. 2021, vol.22, n.66, pp.40-50.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57138.

As school systems became more accessible to the population, education was rapidly widespread, and school inclusion policies that emerged from the 1990s onwards highlighted the inability of schools to adapt to the challenges of their time: offering quality teaching to all students. This essay aims to present the theoretical framework of the Differentiated Instruction Approach (DIA) that aims to respond to the different educational needs of students. The text present the conceptualization, the principles, the factors and elements liable to differentiate the teaching (content, process, product and classroom management). It is noteworthy that the DIA proposes to contemplate diversity, improving teaching for all students, without distinction, and that for this reason it can be a powerful reference for professional development programs for teachers.

Palavras-chave : school inclusion; pedagogical practices; differentiated teaching..

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