2024/05/08 by Letzel-Alt, Verena, Pozas, Marcela
Arts and Humanities · Social Sciences · #Differentiated Instruction #Education and experiences of immigrants and refugees #Inclusive Education #Inclusive Practice #Linguistic Education and Pedagogy #Multilingual Education and Policy #Refugee #Student Diversity #Ukraine
paper · doi:10.48548/pubdata-2524
openalex publication_date 2024/05/08 · openalex created_date 2025/11/14 · openalex updated_date 2026/07/01
Currently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.