How important it is to differentiate? And are there benefits from doing so?


Recently, I was chatting with a colleague. What began as a conversation about our roles and job satisfaction quickly shifted to something much bigger that impacted us both: what does success actually look like for neurodiverse students and those with learning needs?

In some schools, students are supported to access the curriculum with scaffolds, accommodations and other supports (e.g. EAL, MLL or Support Teachers) in place. While in other schools learners are placed in alternative provision within the school community. Both approaches, it could be argued, have their merits, but what resonated with us was the belief that the real future of learning isn’t about separating students into tracks. It’s about making the curriculum flexible enough so that every student can engage meaningfully.

This is where differentiation comes in. Too often, it’s seen as something we “do for” students who struggle. But the evidence suggests it’s far more powerful than that. Research on Universal Design for Learning (Meyer, Rose & Gordon, 2014) shows that when proactively planning units, with multiple entry points and varied ways of showing understanding, all students benefit. Differentiation raises the quality of learning for the whole class, not just a targeted few.

At the same time, research reminds us that labelling students as “unable to achieve” in a particular area, be it reading, writing or math, and separating them from peers can limit expectations and belonging (Florian, 2014; Ainscow, 2020). 

When we design learning with variability in mind, students aren’t viewed through a deficit lens  their strengths and needs are simply part of the shared classroom landscape.

It left me wondering: how often do we approach differentiation as a mindset rather than a checklist? Are schools giving teachers the time and tools to plan inclusively from the start, using frameworks like Understanding by Design (Wiggins & McTighe, 2011) to anticipate learner variability, instead of patching over challenges later?

And maybe the bigger question is how do students themselves experience it? Do they notice when a classroom is designed so that everyone can access it (not only because learning feels more achievable, but because belonging feels real)?

For me, that’s where job satisfaction as an educator really ties in. There’s a genuine joy in seeing students succeed in the same learning community as their peers. Differentiation, when embraced fully, isn’t just about access. It’s about creating classrooms that are more human, more flexible, and ultimately more rewarding for everyone involved.

References

  • Ainscow, M. (2020). Promoting Inclusion and Equity in Education. Routledge.

  • Florian, L. (2014). Reimagining Special Education: Why New Approaches are Needed. Routledge.

  • Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST.

  • Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD

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