Differentiated Instruction and Inclusive Assessment in Education: A Literature Review of Practices, Challenges, and Implementation Strategies
DOI:
https://doi.org/10.26811/didaktika.v10i1.2057Abstract
This systematic review explores the implementation of differentiated instruction and inclusive assessment in education through a review of 18 recent empirical articles (2020-2025). The gap phenomenon underlying this research is the gap between normative commitments to inclusive education and the reality of classroom practice, where pedagogical aspects such as differentiated instruction and inclusive assessment have not been optimally integrated. The novelty of this research lies in the development of an integrated framework that synergizes three key elements of innovative practice, implementation challenges, and effective strategies with a specific focus on the synergy between differentiated instruction and inclusive assessment. The research method uses a systematic review approach with PRISMA guidelines to identify, select, and evaluate literature from the Scopus, ScienceDirect, and PubMed databases. Key findings reveal: (1) the complexity of challenges that include teacher competency gaps and systemic limitations; (2) the success of collaborative models and integrated pedagogical frameworks in creating inclusive learning; and (3) critical supporting factors in the form of continuous professional development and strategic partnerships. The conclusion of this study confirms that successful implementation requires an integrated approach that includes strengthening teacher pedagogical competencies, optimizing systemic support, and developing multi-stakeholder collaboration. The implementation of this integrated framework is expected to enrich inclusive education practices that are more responsive and equitable.
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