Teachers’ Knowledge of Differentiated Instruction for Students with Special Educational Needs in Public Schools in Nasarawa State

This study assesses teachers' knowledge of differentiated instruction for students with special educational needs in public primary schools in Nasarawa State, North Central Nigeria. Differentiated instruction refers to the proactive adjustment of teaching content, process, product, and learning environment in response to individual learner differences, making it a foundational competency for any teacher working in inclusive or heterogeneous classrooms. Despite its recognised importance, training in differentiated instruction remains largely absent from the formal preparation of most Nigerian teachers. Using a descriptive survey design, the study samples two hundred and eighty primary school teachers from six local government areas across Lafia, Keffi, and Akwanga. A validated Differentiated Instruction Knowledge and Practice Survey is administered alongside a classroom observation checklist. Data are analysed using descriptive statistics, independent samples t-tests, and one-way analysis of variance to explore knowledge differences by qualification, gender, and years of service. The study also examines the extent to which existing knowledge translates into observed classroom practice. Findings are anticipated to confirm significant knowledge gaps, with limited practical application even among teachers who demonstrate declarative knowledge. Recommendations include revising teacher education curricula across Nasarawa State schools of education to emphasise differentiated instruction and creating structured peer coaching programmes to support classroom implementation. The study provides actionable evidence for the State Universal Basic Education Board. Keywords: differentiated instruction, special educational needs, teacher knowledge, Nasarawa State, inclusive classrooms.