Unveiling the relevance of practice experience in teaching students with special educational needs in inclusive settings: exploring personal and contextual factors that shape teachers’ use of DI through German large-scale data

Diversity among students in classrooms is evident. Since the ratification of the UN Convention of the Rights of Persons with Disabilities (2008), Germany is committed to implement an inclusive school system for every student, regardless of their individual (learning) needs. In order to implement inclusive education at the school level, teachers have to meet the individual needs of their students through the use of specific teaching practices, such as differentiated instruction (DI). However, research has already shown that teachers are struggling with teaching inclusive learning groups and that their implementation of DI into their daily teaching practice remains scarce. This study aimed to explore personal and contextual factors that influence teachers’ (n = 805 in-service teachers) use of DI through data from the National Educational Panel Study (NEPS). Results of the hierarchical linear regression analysis revealed that high levels of self-efficacy as well as many learning opportunities during teacher training are associated with a higher rate of DI implementation. Moreover, the amount of teaching experiences and teaching at primary schools also had a significant influence. The results point at the need to develop teacher training curricula by strengthening practical learning and teaching opportunities.