The effectiveness of the differentiated instruction strategy in enhancing writing skills among students with learning disabilities

Abstract

This study aimed to evaluate the impact of implementing a differentiated instruction strategy on developing writing skills among students with learning disabilities in Jordan. The research adopted a quasi-experimental approach, designing a training program tailored to the individual needs of the students. The program included 23 training sessions over 8 weeks. The study sample consisted of 30 students who were divided into two groups: an experimental group (15 students) who received the training program and a control group (15 students) who adhered to traditional education. A 32-item scale of writing skills was developed to measure performance. The results demonstrated the superiority of the experimental group in all assessed dimensions, showing statistically significant differences in: written fluency (Z=−3.264, p=0.001), basic skills (Z=−2.653, p=0.008), and expressive creativity (Z=−2.141, p=0.03). Furthermore, the experimental group achieved significantly higher average ranks in the overall assessment compared to the control group (21.47 vs. 9.53, p<0.001), confirming the effectiveness of the implemented intervention. These findings confirm the effectiveness of the Differentiated Instruction Strategy in meeting individual needs by adapting content and instructional methods. Based on these results, the study recommends conducting similar research on other categories within special education.