درخت حوزه‌های تخصصی

The objective of this study was to explore and identify effective differentiated instruction (DI) strategies for students with learning disabilities in mainstream educational settings. This qualitative research involved semi-structured interviews with 21 participants, including general education teachers, special education teachers, and educational administrators from an urban school district. Participants were selected through purposive sampling, ensuring a diverse representation of educators with extensive experience in teaching students with learning disabilities. Data collection continued until theoretical saturation was achieved. Thematic analysis was conducted to identify patterns and themes related to DI strategies, perceived effectiveness, implementation challenges, and support mechanisms. The study identified several key DI strategies, including differentiated content, process, product, and environment, along with the integration of technology. These strategies were reported to enhance student engagement, academic achievement, and social-emotional development. However, significant challenges such as time constraints, limited resources, and the need for professional development were highlighted. Support mechanisms, including professional development opportunities, collaborative practices, administrative backing, community resources, parental engagement, and technological support, were identified as crucial for successful DI implementation. Differentiated instruction is an effective approach to addressing the diverse needs of students with learning disabilities, promoting inclusivity and improving educational outcomes. Despite its benefits, the successful implementation of DI requires addressing substantial challenges through targeted support mechanisms. Future research should focus on expanding the sample size, exploring long-term impacts, and investigating the role of technology in DI. Practical recommendations include enhancing professional development, fostering collaboration, securing administrative support, engaging community resources, and increasing parental involvement.

The establishment of the Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal marks a significant milestone in the field of psychology. This pioneering international academic journal is dedicated to addressing the multifaceted psychological needs of individuals with exceptionalities. Our mission is to promote understanding, support, and advancement for those with unique psychological needs, ranging from developmental and emotional challenges to cognitive exceptionalities and giftedness. As we introduce PRIEN Journal to the world, we aim to set the stage for meaningful progress in this crucial field. The landscape of psychological research is vast, yet there remains a critical need for focused studies on individuals with exceptional needs. The PRIEN Journal addresses this gap by offering a platform for high-quality original research, comprehensive reviews, thought-provoking editorials, and insightful communications. This focus ensures that our content is relevant and beneficial to both practitioners and scholars who work with this diverse population. Our journal aims to highlight such impactful studies and bring them to the forefront of academic and clinical practice. As we launch the PRIEN Journal, we invite researchers, practitioners, and scholars to contribute their work and join us in advancing the understanding and support of individuals with exceptional needs. Together, we can set the stage for progress, driving forward research and practice that will make a meaningful difference in the lives of those we serve.