Differentiated Instruction as an Inclusive Practice: Addressing the Needs of Learners with Visual Impairment in Ghanaian Basic Schools

The study explores the application of differentiated instruction (DI) for addressing students with visual impairment in Ghana’s inclusive primary schools. Even though Ghana’s Inclusive Education Policy (2015) promotes access to education for all learners, the daily application of disability-inclusive pedagogies such as DI has not yet been fully explored, particularly in low-resourced contexts. Adopting a convergent mixed-methods design, the study was conducted with 60 teachers in three historically inclusive schools: Ghana National Basic School (Cape Coast), St. Joseph Integrated Basic School (Bechem), and Avakpedome Basic School. The study was guided by the Inclusive Pedagogy Framework and Universal Design for Learning (UDL) principles. Data were collected using structured questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed using thematic analysis. Findings suggest that while teachers understand DI principles and apply a variety of strategies, such as translating materials into Braille, using peer tutoring, and differentiating instruction delivery, there is no consistent implementation. Limitations include limited access to assistive technology, no training in disability-specific pedagogy, and a lack of institutional support. Despite these constraints, the majority of teachers showed a commitment to inclusive practice, with teachers often improvising with available resources. The study concludes that while DI has much potential in enabling access and participation for learners with visual impairment, systemic barriers must be removed to enhance its effectiveness. It calls for the enhancement of teacher training, resource availability, and collaborative support mechanisms within schools. This study contributes to the body of literature on inclusive education in low-resourced environments and offers practical recommendations for enhancing the implementation of DI in Ghanaian basic schools.