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Creating A Supportive Environment: Strategies for Inclusive Teaching in Special Education

Fritzie Jane Manacap, Lilibeth Pinili, Raymond Espina
Abstract
This study investigates the impact of inclusive classroom behaviors on students' academic performance in English, Mathematics, and Science. The findings highlight the importance of inclusive classrooms for comprehensive development and academic success. Despite moderate to high levels of disruptive behaviors, lack of engagement, difficulties with transitions, communication barriers, and social-emotional challenges, these behaviors do not significantly impact academic performance, suggesting the effectiveness of current educational strategies. However, moderate disengagement and communication difficulties indicate a need for further research to identify additional factors affecting achievement and to develop effective support strategies. Enhancing student interest, participation, and smooth transitions is crucial for minimizing disruptions. Addressing communication and social-emotional regulation challenges is essential for effective self-expression and social navigation. This study underscores the resilience of students and the necessity of maintaining and improving educational practices to support behavioral and academic success, providing valuable insights for educators and policymakers. https://doi.org/10.22025/wjher.4.2
Keywords
Inclusive classroom behaviors, academic performance, behavioral challenges, classroom engagement
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22025/wjher.4.2Pages: 276-287Published: 07-24-2024Copyright: Copyright (c) 2024 Fritzie Jane Manacap, Lilibeth Pinili, Raymond EspinaOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteManacap, F.Z., Pinili, L., Espina, R. (2024). Creating A Supportive Environment: Strategies for Inclusive Teaching in Special Education. World Journal on Education and Humanities Research, 4(2), 276-287. https://doi.org/10.22025/wjher.4.2