Challenging but positive! - An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany.

The findings from the present study indicate that teachers not only perceive the value of DI but also the insufficient resources. Thus, it can be assumed that teachers identify both the 'positive' and the 'negative' aspect of DI, and more importantly, they can recognize both attitude domains towards DI in a similar or different level. Consequently, the results show that attitudes in the context of inclusion cannot be characterised as continuum with two distinct poles.