Abstract
This study examines the effectiveness of a structured Differentiated Instruction (DI) programme, implemented as a universal practice for learning “Differentiation for All”, in enhancing the social dimension of inclusive education for students with mild intellectual disabilities in second and third-grade inclusive primary classrooms. A mixed-methods approach was adopted, using a pre–post design with an intervention and a comparison group. The study included 32 students with mild intellectual disabilities, 202 typically developing peers, and 30 general-education teachers. Data were collected through systematic observations, sociometric techniques, and semi-structured interviews. Quantitative findings showed that after the intervention, the intervention group demonstrated a statistically significant increase in social interaction with typically developing peers and an improvement in social acceptance, whereas the comparison group showed no comparable changes. Qualitative data indicated a trend toward increased perceived peer support, particularly in terms of invitations to participate, positive attention, and greater participation in school activities. Students’ and teachers’ narratives linked these changes to flexible grouping strategies, collaborative roles, shared outputs, accessible materials, and clear and cooperative routines. Overall, the findings suggest that the implementation of DI as a systematic and non-stigmatising universal practice within the context of environmental studies may contribute to enhancing social participation and school inclusion for students with mild intellectual disabilities in inclusive primary classrooms.