32 

 

 

DIFFERENTIATED TEACHING STRATEGIES WITH CHILDREN 

WITH LEARNING DIFFICULTIES 

 

 

Prof. Ass. Dr. Shemsi MORINA 

Universit of Prizren “Ukshin Hoti”, Faculty of Education, shemsi.morina@uni-prizren.com 

 

Article history: 

Accepted 01 October2019 

Available online 31 December 2019 

 

Keywords:  

Teaching 

learning  

learning difficulties 

multiply intelligences 

different styles of learning 

differentiated teaching 

qualitative learning. 

A b s t r a c t 

Teaching process every day and more is changing with a strong evolution, where the use of methods, 

forms and multiple techniques are transforming teaching in a complex and difficult process on the 

other hand the teaching process is faced today with a large number of exception and contradiction 

as: 

 

a) Teachers often give students the task of exercises, for solution of which required 

knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, 

so in this respect should be paid special attention to all stages through which ensure quality teaching 

and successful learning. 

b) Teachers should be familiar with: difficulties, styles, interests, needs, trends and 

psychological abilities of each student in order to ensure their walk confidently ahead. 

c) On the other hand they often have to break and be dedicated to a group of advanced 

students who have interests much broader than the rest of the class, in this regard have the skills, but 

the rest of the children have difficulties therefore require constant supervision and help of teachers. 

These are some of the reasons that make teaching as a difficult and complex process. The teaching 

process as the learning had their history of development. Therefore they passed through the different 

stages being perfectly constantly.  

 

From the very cognitive of these issues, it was concluded that both these processes are correlated 

with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3).  Precisely for 

these reasons, studies and research on teaching and learning have been and are many today. These 

studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled 

with the fact that teaching and learning are continuous processes, such as understanding about them 

cannot ever finish ( QTKA,  2005: 13 ). 

  

 

 

Introduction to Search and Research 

Methodology 

1. Presentation of the Problem 

Ongoing changes in the field of education, especially in the 

aftermath of war in Kosovo, had intended raising the quality of 

all levels of education, although the reality today shows an 

unsatisfactory situation in schools in Kosovo. Every day more 

and more in our schools is an increase of children who have 

difficulties in learning the language prior notions, mathematical 

skills. In his book ,, differentiated teaching "(Tomlinson, 2005: 

51) gives practical advice on how to approach and be successful 

with children with learning difficulties in the learning process, 

based on the belief that all children They can learn and can be 

successful, but to do so depends on the insistence of teachers to 

achieve success, and confidence in the abilities of each child. 

According to him the basic idea of differentiated teaching is that 

teachers need to consider not only the subjects that give, but also 

children. Results in teaching, should be seen as an important 

element of experience in the work of a teacher. The degree of 



 

 33 

preparation and knowledge of the changes that have children in 

language, socioeconomic status, race, ethnic background, 

differences in strengths and weaknesses, abilities and learning 

difficulties - are the key to success in teaching. Many teachers 

feel that grades must include students with different needs, with 

different educational levels, with different interests and learning 

styles. In this way, to benefit from diversity, not to disregard it, 

teaching must necessarily be differentiated. 

Under current conditions, as well as the modalities of teaching 

that apply now, where the inclusion of students with disabilities, 

but also the number of children with SN, is growing every day 

more and more, seen as a necessity increase the accountability of 

teachers to be  we provide quality education for all children, as 

well as adequate preparation for life and work. 

Such a goal requires the fulfillment of certain conditions as 

provided in the school practices of other countries as: 

- Teachers competent, responsive and well trained to work with 

children with S.V. and V.N. and trained in pedagogical and 

psychological terms: 

- Customization of the curriculum; 

- Tools and diverse enough concretized; 

- Number of students in the class to be reasonable; 

- Functionality of psychological and pedagogical service; 

- Cooperation Permanent subjective factors. 

Kosovo in school reality, some of the causes that are impossible 

implementation of differentiated instruction are: 

- Overcrowded curriculum, and disproportionate to the psycho-

physical capabilities of children; 

- Lack of adequate training of teachers, implementation of 

differentiated instruction; 

- The very high number of students in classes, especially in urban 

areas; 

- Short residence time student in school; 

- Not great interest of parents for child's achievement in school; 

- Lack of consulting services in school 

 

1.1. Hypothesis 

Today the process off teaching in our schools about his 

adaptation, the specifications of each child is presented with 

various defects. Rise of hypotheses, analysis and confirmation, or 

not in terms of the knowledge and attitudes of teachers about the 

necessity of implementing the teaching of the differential in our 

schools, and factors affecting the teaching in our schools will 

addressed step by step in this search. 

The basic hypothesis; Differentiated Teaching and individual 

influences more in overcoming difficulties in learning, compared 

with other types of teaching; 

Auxiliary hypotheses: 

Auxiliary hypotheses 1: Women Educationalists auxiliary 

hypotheses, evaluate the usefulness and efficiency more 

differentiated teaching, compared with male teachers. 

Auxiliary hypothesis 2: Teachers with higher education level, 

the more productive estimate of differentiated instruction, 

compared to teachers with lower levels of education. 

Auxiliary hypothesis 3:  private school teachers have the 

knowledge, and show the highest level of alert in the 

implementation of differentiated instruction, compared with 

public school teachers. 

Auxiliary hypothesis 4:  urban teachers, knowledge, and show 

the highest level of alert in the implementation of differentiated 

instruction, compared with teachers in rural areas. 

 

1.2. Methodology 

The aim of this study is to diagnose the knowledge, and the 

willingness of teachers to implement the mode of teaching 

differentiated children with learning difficulties, and the 

conditions and technologies that provide schools for successful 

implementation of this modality, about adapting depending on: 

the needs, styles, intelligences and diverse difficulties faced by 

children with SN in the learning process of knowledge in the 

learning process. This chapter shall submit a research strategy is 

selected, the instruments used and the population from which the 

sample was selected appropriate. Study on the nature of the 

collection and analysis of data, a combination of quantitative 

methods with qualitative research method (Shamiq, A. 2009: 60). 

This methodological approach to our research, more sustainable 

makes arguments that arise in his conclusion, regarding the 

factors that affect the implementation of differentiated teaching 

strategies with children with learning difficulties. The 

instruments that we use in research are: a) questionnaires; b) 

Interviews; and c) Focus Group; (Mattheus, B; Ross, Liz; 2010: 

201). 

 

1.3. Selection of Champions 

The population selected in this search are teachers of primary and 

lower secondary education, as well as school psychologist and 



 

 34 

lecturer. Limited sampling in the Municipality of Pristina and its 

environs. Stratification of the sampling is done by two groups: 

• Rural - urban 

• Private school - public school 

Weighing scale sampling is done on the basis of approximate 

participation of these groups in the sample population. Selection 

of respondents within Strata weighted methodology made by 

chance (the algorithm randomly in the population register). 

Rough stratification of the population division of teachers: The 

survey was conducted in three schools in Prishtina (urban 

location, both public and private schools), as well as three schools 

in rural locations; 75 teachers of primary and lower secondary 

education were surveyed in three public schools, and 25 teachers 

of primary and lower secondary education were surveyed in a 

private school in the city, the total urban location were 100 

respondents. While 40 surveys of teachers in primary and lower 

secondary education are made at three public schools Pristina 

district (rural). A total of 140 respondents. Circle from the 

selected sampling was done intentionally, because the city of 

Prishtina is the place where investing more about the training of 

various teachers, equipping schools with diverse, in cooperation 

with parents, in order to raising the quality of teaching and 

learning, as well as private schools are functional and 

psychological services of teaching in some schools, which all of 

these elements may be indicative for successful implementation 

of teaching differentiated children with learning difficulties. 

For conducting interviews was selected sampling intentional 

composed of psychologists and teachers of schools, in schools 

where it is functional service (private school) champion 

deliberately focused on those schools where the number of 

students is very large, and the number children with SN is 

considerable. Also, focus groups were selected for intentional 

sample consisting of teachers with long work experience and 

training in this field, but also in the classroom teachers who have 

a considerable number of children with SN. 

 

1.4. Instruments Used in the Study 

For lighting empirical problems, differentiated teaching strategies 

with children with learning difficulties are using these tools: 

Questionnaire: In most studies in the social sciences, are advised 

to use the survey with self-report of which may include different 

instruments (Mattheus, B; Ross, Liz; 2010: 202). In this study we 

drafted a questionnaire, which consisted of two sections. In the 

first section of the survey were put questions about the teacher 

data such as gender; the level of education achieved; location of 

school; and the type of school where he works. Except that these 

data were used as variables in the analysis of data were also used 

to create a profile of teachers participating in the study. While the 

second section of the survey is composed of 17 specific questions, 

through which we aimed to measure the knowledge and 

assessment of teachers of the benefits of teaching differentiated 

compared to other types of teaching conditions in schools and 

readiness their implementation of this mode. 

 

2. Teaching Differential – Definition 

 “The essence of teaching is differentiated adaptation of the 

contents, processes, methods, forms, techniques, tools, 

procedures and educational materials styles, intelligences, and 

the pace of learning of students with the aim of achieving the 

same goals and objectives" (Muka, P; Karaj, Dh; Qela, L. 2002: 

9).  

Now the all  public opinion is aware that the school has students 

with learning difficulties, and therefore must find ways to bring 

assistance to them (Kraja, M. 2006: 287). Given the fact that this 

mode of teaching us is an innovation in terms of terminology, but 

not its implementation, since it has been in education ever, even 

from infancy before, without names or designations different. 

Its implementation has been an integral part of the school, where 

classes held respectively in this process, because it was necessary, 

until the teacher thought and decided not only to the entire class, 

but also for special students. Students have always been different 

because: (from parents, family circles different interests and 

different needs, difficulties, styles and intelligences different), but 

the whole problem is how much and how considering the 

diversity of students in our schools, against the goals and 

objectives that society puts school. 

Experience shows that the higher that the intended performance 

collective, the more deficient del working only with the entire 

class, and the more necessary is done taking into account the 

diversity of students in the design and content, the selection of 

methods, forms, tools, techniques, procedures and educational 

materials that are used to adapt rhythms, styles, intelligences, and 

other differences of students, in order to alleviate or eliminate the 

overall difficulties facing children in the learning process 

knowledge, creating habits, and skills development. These are the 

reasons that necessarily must implement differentiated mode of 

teaching in our schools (Muka, P; Karaj, Dh; Oela, L. 2002: 10). 

Below we give a scheme which sets out the fundamental 

difference between traditional teaching, with differentiated, as 

above noted in a wider specifics of teaching indirectly, that there 

is so fundamental difference teaching differentiated, as has 

differences traditional teaching mode. 

 



 

 35 

 

Differences of traditional teaching with differentiated 

Traditional Differentiated 

Masked differences between students, or leave when they become 

problematic, and thus they can not be resolved. 

Differences between students studied to serve as a basis for 

successful planning in the education process 

Evaluation is common and the end of learning is to understand,, 

who understand it  

The assessment is a diagnosis action and made to understand in 

what way will adapt teaching to the needs of the learner, taking 

into account any difference to children in the educational 

process. 

It dominates a narrow conception of intelligence and other 

differences that have children 

It focuses on multiple forms of intelligence, and takes into 

account any differences that have children in the learning of 

knowledge 

Prevails a simple definition for excellence Perfection is defined primarily as a development that departs 

from the starting point. 

Interests and needs of students are often not taken into account Students occasionally led to the fulfillment of their interests and 

needs, based on learning needs. 

Considered relatively few options for learning profiles 

 

Profiles observed many learning options. 

 

Dominates the whole class teaching, regardless of the changes that 

have children in the learning process 

Numerous measures in teaching, making it possible for each 

successful student progress in learning process 

Treatment of teaching from textbooks and curricula determined Adaptation of teaching students is regulated by predispositions, 

interests and their learning profile 

It focuses on mastery learning of facts and skills, irrespective of the 

conditions. 

Learning focuses on the use of the most essential skills in order 

to develop a coherent understanding of the content and its 

reasoning 

Evaluation forms are unique and dominates the use of an instrument 

for assessing student achievement 

Constantly used many ways assessmen 

Use of time is less flexible Time used flexibly in accordance with students' needs and 

interests of students. 

Only a text prevails, not given alternative opportunities to increase 

resources easier learning content 

Materials are diversified in order to meet the needs, interests, and 

simplification of curriculum content 

Mechanical limited in content acquisition and interpretation of facts Become common multiple angles of ideas and events 

The teacher guides the behavior of students. The teacher supports habits that help students increase 

confidence in themselves. 

Teacher solves problems Students help each other and the teacher to solve problems. 

The teacher drafts standards for the advancement of the whole 

class. 

Students work with teachers to put together the goals of learning 

for all grade and by individuals. 

In most cases using only one form of assessment. Students are assessed in many ways. 

2.1. Strategies for Teaching the Differential 

The basic prerequisites for a differentiated treatment of 

children with learning difficulties (identification of needs and 

implementation of appropriate strategies) 

In connection with the basic prerequisites to differential treatment 

of children, it is necessary to be identified them, according to 

these criteria: 

1. Identify students who have learning disabilities; 



 

 36 

2. Recognition in anatomic-psychological development of the 

child, advancing with difficulty; 

3. Recognition of mental-intellectual capability; 

4. Recognition of educational and cultural conditions and social 

and material conditions in which the child; 

5. Date on the condition of the senses of sight, hearing  (Kraja, 

M. 2006: 289). 

After the teacher has the knowledge easier to take steps that will 

mitigate or even eliminate entirely difficult to have children in the 

acquisition of any of the fields or program content. 

 

3. Findings and Results of Data 

3.1. The Results of Quantitative and Qualitative 

Data 

Metrology core of this study is based on the selection of the study 

sample by randomly. This means that there is no difference or 

criteria that determine the selection of respondents - or that each 

interviewee has the same probability of selection. In this way, the 

results of the sample statistics are valid for the population studied, 

in this case the Municipality of Prishtina teachers. Random 

selection is the method applied by the lottery. Teacher Registry is 

assigned a serial number, and then by the logarithm of chance (in 

Microsoft Excel program) is generated community numbers 

selected at random. It should be emphasized that this method is 

applied after determining the strata of the population, according 

to the study objectives (location where it operates, as well as the 

type of school). Sample weights are predetermined by 

observation of the actual weights in the population strata. 

Therefore, weight has become a priori the number of respondents, 

and all analysis results within the group then developed (angl. 

Pooled). 

This strict selection protocol sample was applied in order to 

comply with the conditions for statistical interference, emanating 

from the central limit theorem and the law of large numbers. The 

sample size is selected, within budgetary limits, recognizing the 

error margin of 5%, 10% confidence interval, in a population of 

1 427 teachers in the municipality of Pristina. According to the 

program for calculating Raosoft enough sample size, the sample 

is supposed to be interviewing 156 attempts, with the assumption 

that 66% will respond positively to the request to be interviewed. 

After the interview, the response rate has proved to be 71.7%, that 

of 156 requests, 112 teachers have agreed to be interviewed. 

Stratification and weight of the sample was made ex-ante, where 

separation is proportional to the number of schools and teachers 

engaged in school, among the 17 public schools and 5 private 

schools in urban areas (with over 65% of teachers engaged) and 

24 public schools in rural areas. 

The entire questionnaire is designed to answer categorical / 

ordinal, to accelerate the time of the survey and to increase the 

accuracy of the answers given. All answers given are included 

under the pre-encoded data in order to avoid errors. As a database, 

as well as the overall statistical analysis was performed by SPSS 

17.0 statistical program. Although he collected data derived from 

ordinal response, the statistics presented are derived from the 

frequency percentage categories. The categories are designed to 

be exclusive, which means that only one option was applicable to 

respondents, it is therefore a direct interpretation (see the 

questionnaire in the Annex). 

In statistical testing phase two tests were used. Univariat test is 

used as a binomial test of proportion, as in the bivariate case is 

using Chi-square test (angl. Pearson Chi Square). The 

significance level predefined in both these tests is selected 5%. 

Statistical analysis of the data is divided into the descriptive 

analysis, and testing it. In the first part of the analysis presented 

basic information on the demographics of teachers and basic 

statistics drawn from teachers' responses to questions via 

questionnaires. In the second half then proceed with statistical 

hypothesis testing study, which analyzed the responses of 

teachers being conditional on their demographic differences, 

gender, the environment where it operates schools, education 

level and the type of school where the teacher works. 

It should be emphasized that the descriptive statistics analysis 

constantly refer to the outcomes of the sample observations. 

Given that the sample selection is made exclusively randomly, 

these results can be used for statistical interference within the 

selected population - ie teachers in the municipality of Pristina. 

Given the budget limitations of this study - namely limiting the 

number of respondents - statistical interference should be 

interpreted with caution. 

 

3.2. Quantitative Analysis of Data 

Discussing the results of the study aims to identify the realization 

of the purpose of this study regarding teaching strategies 

differentiated children with learning difficulties, and the 

hypotheses raised in the study, if the teaching of differentiated 

accompanied associated with difficulty lower learning, compared 

with other types of teaching. Factors analyzed in the context of 

this study will be analyzed with each other, because to us so far 

no in-depth studies on teaching strategies differentiated children 

with learning difficulties, which can be compared with research 

previous. 

 



 

 37 

Regarding the basic hypothesis: 

Differentiated instruction and individual influences more in 

overcoming difficulties in learning, compared with other types of 

teaching. 

In this study we were worked with various teachers like (different 

levels of education, with different specifications, such as the type 

and location of the school where they work, as well as work 

experience and trainings attended). The analysis of measurement 

data it was found that no statistically significant differences 

between them with regard to the first hypothesis. 

Basic statistical hypothesis Examination: 

From the presentation of the results of the analysis descriptive, 

can already be concluded that according to the teachers of the 

Municipality of Prishtina (with interference) teaching 

differentiated and individual associated with less difficulty in 

learning, compared with other types of teaching - scale adoption 

of 72.1% . 

Since all the answers in this study were designed according to the 

survey to be categorical, analysis of variance responses has no 

statistical significance. However, responses to the questionnaires 

are ordinal, so they were given from 1 to 5 in case the main 

question. In the context of the question of the effect of 

differentiated teaching degree this is translated in accordance 

with the conclusion, ie 1 (least) to 5 (completely). Just because 

observation, statistical analysis results in an arithmetic average of 

4:05 (more than evaluation agree ,,too” with a standard deviation 

of 0.8 (according to the response rates). 

To formally test the hypothesis of the study, the variable interest 

values are reconstructed into a binary variable, where the value 1 

is defined ,, success "or the teacher agrees ,, very" or ,, fully "with 

the hypothesis, or 0 as, , non-success "where the teacher has given 

approval lesser extent, somewhat ,," ,, little "or ,, no". Taking into 

account the available data that represent ordinal ratings, such a 

reconstruction of the variable allows for the use of binomial 

proportion test through statistical z. We note that in case of non-

categorical variables, it would be standard for such purposes to 

be used ,, test ". 

In this form to conclude that quantitative goals: 

“More than 2/3 of teachers in the municipality of Pristina 

estimate that differentiated and individualized teaching is 

associated with less difficulty in learning, compared with other 

types of teaching " 

Statistical test: 

The value of the test binomial proportion is lower than 1%, 

meaning much lower than the margin of permissible error of 5%, 

therefore we can conclude that there is no statistical evidence to 

reject the hypothesis, and conclude that differentiated teaching is 

more effective than the current format. 

Through this test statistic proved that even if the conditions 

hypothetical interview will be repeated with other samples 

representative within the population (teachers and Pristina), 

randomly, then the proportion who appreciates the usefulness of 

teaching differential will still pass two thirds of respondents. 

Auxiliary hypotheses: 

To better inform understanding of the basic hypothesis in this 

study were also presented four auxiliary hypotheses which are 

examined statistically as: 

1. Gender teacher determines the differences in evaluating the 

effectiveness of differentiated teaching; 

2. The level of education of teachers determines their differences 

about the usefulness of differentiated teaching; 

3. Type of school determines the difference in knowledge, and the 

willingness of teachers to implement differentiated instruction; 

4. Determines the difference in knowledge, and assessing the 

utility of teachers for the implementation of differentiated 

teaching 

The importance of these auxiliary hypotheses is more detailed 

understanding of the determinants of attitudes towards 

differentiated instruction, and the differences have statistical 

significance can then be used to formulate recommendations for 

the improvement of teaching method differentiated educational 

system 

Auxiliary Hypothesis 1: 

Gender teacher determines the differences in evaluating the 

effectiveness of differentiated teaching; 

1. From the data presented in the following tabulation variable 

that defines the basic hypothesis with variable gender of 

respondents, it appears that there is a higher probability that male 

teachers teaching to estimate the benefits of differentiated than 

the opposite sex. While 68% (56 of 82) females have considered 

teaching differentiated form followed with fewer difficulties in 

learning, 80% (24 of 30) of male teachers are given the same 

rating. 

 

 

 

 

 



 

 38 

Table 1. Tabulation,, high degree of compliance with the basic 

hypothesis "to,, Gender   of Teacher" 

Tabulation,, high degree 

of compliance with the 

basic hypothesis "to,, 

Gender   of Teacher" 

Gender of Teacher 

Total Female Male  

The high level 

of compliance 

hypothesis 

No 

success 

(NO) 

26 6 32 

Succes

s 

(YES) 

56 24 80 

Total 82 30 112 

 

Statistical Test: 

Formal statistical hypothesis testing of the first auxiliary through 

Chi-Square statistical test shows that despite the fact that the 

descriptive analysis of the results seems to have a tendency to 

male teachers have the highest rating for the benefit of 

differentiated teaching; Gender differences were not statistically 

significant rating. P value of the test statistic is 0.225, indicating 

that there is 22.5% probability of receiving an erroneous 

hypothesis, well above the predetermined threshold with this 

study of 5%. 

Auxiliary hypotheses 2: 

The level of education of teachers determines their differences 

about the usefulness of differentiated teaching; 

Regarding the difference in the evaluation of teaching 

differentiated by teachers, conditional on their level of education, 

tabulation of the data shows that the trend higher to assess the 

usefulness of teaching differentiated show teachers who have 

completed level Master education (19 of 22, or 86%). However, 

the relationship is not linear, because the trend is higher among 

teachers with HPS than those with Bachelor-level education, 69% 

to 67% respectively. 

 

 

 

 

 

 

 

Table 2. Tabulation,, high degree of compliance with the basic 

hypothesis "to,, education level of teachers' 

Tabulation,, high degree of 

compliance with the basic 

hypothesis "to,, education 

level of teachers' 

The level of education of 

teachers: 

Total 

HPSC

H Faculty  Master 

The high level 

of compliance 

hypothesis 

Non-

success  

(NO) 

10 19 3 32 

Success 

(YES) 
22 39 19 80 

Total 32 58 22 112 

 

Statistical Test: 

However, as in the case of teacher gender, education level of 

teachers it appears that is not statistically significant, despite the 

observable differences in sample results. P value of statistical test 

Chi-Square is 0.221, indicating high probability that the 

hypothesis is not true (22.1% probability). 

Auxiliary hypotheses 3: 

Type of school: Determines the difference in knowledge, and the 

willingness of teachers to implement differentiated instruction; 

More pronounced differences in assessing the usefulness of the 

resulting differentiated teaching evaluations after conditioning 

with variable type of school where the teacher is engaged . While 

the tendency of all teachers engaged in private schools is to 

evaluate the usefulness of teaching high differential ( 27/27 ) , it 

is lower tendency to engage teachers in public schools ( 53/85 or 

62 % ). 

Table 3. Tabulation,, high degree of compliance with the basic 

hypothesis "to,, Type of school where the teacher works" 

Tabulation,, high degree 

of compliance with the 

basic hypothesis "to,, 

Type of school where the 

teacher works" 

Type of school where the 

teacher works 

Total Public Private 

The high level of 

compliance 

hypothesis 

Non-

success 

(NO) 

32 0 32 

Succes

s 

(YES) 

53 27 80 

Total 85 27 112 



 

 39 

Statistical Test: 

Formal testing of observations arising from the results of sample 

hypothesis that private school teachers have a higher rating than 

those of public schools for teaching differential is statistically 

significant. P value of Chi-Square test is the 0.00, indicating that 

there is the probability that the hypothesis is much lower than the 

predetermined margin of 5% (0:05). 

Auxiliary hypotheses 4: 

School location: Determines the difference in knowledge, and 

assessing the utility of teachers for the implementation of 

differentiated instruction; 

The type of location where it operates schools in which the 

teacher is engaged, there is significant difference in knowledge 

and appreciation of the benefits of differentiated teaching. More 

specifically, teachers engaged in the city have knowledge, but 

also a significantly higher tendency (57/71 or 80%) to assess the 

usefulness of teaching differentiated compared to teachers 

engaged in rural location (23/41, or 56%). 

 

Table 4. Tabulation,, high degree of compliance with the basic 

hypothesis "to,, location of the school where the teacher works" 

Tabulation,, high degree 

of compliance with the 

basic hypothesis "to,, 

location of the school 

where the teacher 

works" 

School Location 

Total Village  City  

The high level 

of compliance 

hypothesis 

Non-

succes

s (NO) 

18 14 32 

Succes

s 

(YES) 

23 57 80 

Total 41 71 112 

 

Statistical Test: 

Even in the case of hypothesis 4-of ancillary testing shows 

selokacioni school formal is definitive evaluation of the 

usefulness of differentiated teaching. P value of the test statistic 

is 0.006, which means that the probability of error in accepting 

this hypothesis is only 0.6%, significantly below the accepted 

margin of 5%. 

 

 

4. Conclusions and Recommendations 

The findings of the study gave positive answers the first research 

hypothesis that differentiated instruction is a priority in children's 

learning with vësntirësi, compared with other types of teaching. 

Study on differentiated teaching strategies in children with VN is 

one of the few studies done in Kosovo, which illuminates some 

interesting opinions discussed in the study. These represent 

opportunities, interventions for positive change with regard to the 

implementation of differentiated teaching strategies in order to 

mitigate or eliminate entirely the problems faced by children with 

VN in the teaching process. The benefits of such teaching will be 

to the benefit of all children, especially children with VN, parents 

and society in general. Such changes would make our goal a 

reality of our society that every citizen to ensure quality education 

regardless of their differences in the development of individual, 

national differences, religious, gender, race etc. 

Some recommendations for education policy and decision 

makers are: 

Invest in regulation and the expansion of facilities where learning 

takes place; 

• Invest in all schools in technology (means) varied learning 

(visual, auditory, visual); 

• The functional pedagogical and psychological services in 

schools. 

• Improve efficiency of teacher training system. 

For this: 

- Push materially and encouraged to attend properly to take 

advantage of training to raise the quality in their work with all 

groups of children; 

- Include in the training which focus on pedagogical and 

psychological themes, such as the difficulties in learning to 

children; 

- The funded publications which reflect the concerns of teachers 

in learning difficulties in children, as well as successful strategies 

to approach the work in these groups of children. 

Recommendations for schools: 

• Schools should explore the possibilities of the device with 

multiple tools and opportunities to use ICT to create a variety of 

teaching, in order to facilitate the learning of children, in 

particular children with SN; 

• The animated function within training schemes, with special 

focus on treatments to problems with learning difficulties in 

children; 



 

 40 

• To explore the way to permanent cooperation with parents, with 

the aim of unifying the attitudes and views concerning the 

treatment of children with SN. 

Recommendations for teachers: 

• Teachers need to implement differentiated teaching to achieve 

results satisfactory to all children; 

• The problems of children in learning can be a reflection of 

inappropriate teaching practices; 

• Teachers need to recognize, interests, styles, intelligences and 

difficulties of each child in the implementation of differentiated 

teaching, trusting in the abilities of each child; 

• Teachers must be informed of the reasons of learning 

difficulties, type, characteristics of children with SN that can 

build successful strategies; 

• Teachers should consult with pedagogical and psychological 

service for more in-depth knowledge of learning difficulties in 

children, as well as possibilities of successful treatment of 

learning difficulties; 

• Apply the exchange of visits classes to exchange positive 

experiences in terms of learning difficulties 

Recommendations for parents: 

• Parents must attend school more often in order to be 

aware of the problems and difficulties faced by their children in 

the learning process; 

• Parents should consult with teachers tutors and 

pedagogical-psychological service in order to inform about the 

situation of the child, as well as opportunities to help children 

overcome learning difficulties. 

 

References 

 

1. Muka. P, Karaj. Dh, & Qela. L, (2002). Hyrje në 

mësimdhënien e diferncuar, Tiranë 

2. QTKA, (2005). Mësimdhënia me në qendër nxënësin 

(1), Geer, Tiranë 

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