Author

Irenea Gantalao*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study examined the relationship between Differentiated Instruction (DI) and the learning outcomes of learners with autism spectrum disorder (ASD) in inclusive classrooms, based on the perceptions of 50 special education teachers from selected SPED centers in Cebu City. Using a descriptive–correlational design, data were gathered through survey instruments that measured the current learning outcomes of learners with ASD, the extent of DI implementation, and the perceived helpfulness and challenges of DI strategies. The findings revealed that DI was highly implemented and that learners with ASD demonstrated high levels of learning outcomes with teachers rating DI strategies as very helpful particularly in adjusting learning objectives and allowing multiple ways for learners to demonstrate understanding. A statistically significant moderate positive relationship indicated that higher levels of DI are associated with better learning outcomes. Although educators recognized DI as effective in improving engagement, comprehension, and performance, its consistent application was constrained by time, workload, limited resources, and insufficient training, emphasizing the need for stronger institutional support to sustain effective inclusive practices.

Keywords: Differentiated instruction, autism spectrum disorder, inclusive education, learning outcomes, special education, mixed method, Cebu City.

*Corresponding author / Email address: ireneagantalao@gmail.com
DOI: https://doi.org/10.69651/PIJHSS05021162

Recommended citation:
Gantalao, I. (2026). The role of differentiated instruction in enhancing learning outcomes for students with autism spectrum disorder. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4452-4468. https://doi.org/10.69651/PIJHSS05021162

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