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Abstract

Differentiated learning is a pedagogical approach that is gaining attention in the context of basic education, particularly in efforts to respond to the diversity of student characteristics in the classroom. This study aims to systematically examine how differentiated learning is implemented in elementary schools and the extent to which this approach is linked to the principles of inclusive education and student diversity. This study uses a Systematic Literature Review (SLR) approach with reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Literature searches were conducted on the Scopus, Web of Science, ERIC, and Google Scholar databases for reputable journal articles published between 2019 and 2024. The results of the study show that differentiated learning is generally applied to respond to variations in learners' readiness, interests, and academic abilities. However, most studies still interpret learner variability in general terms and have not consistently linked it to the framework of inclusive education, especially in relation to learners with disabilities or special educational needs. These findings indicate that although differentiated learning has the potential to support inclusive practices, the existing literature still tends to focus on the context of regular classrooms without in-depth analysis of issues such as disability, learning difficulties, giftedness, and language diversity. This study concludes that there is a gap between the discourse on differentiated learning and disability-based inclusive education practices in elementary schools. Therefore, further research needs to explicitly integrate the perspectives of inclusive education and disability studies, both in the design of differentiated learning and in basic education policies and practices.

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148

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