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Diverse Learners, Inclusive Practices: Approaches to Teaching Special Education

Alvy Niezl Monacillo, Lilibeth Pinili, Kaitlin Marie Opingo
Abstract
This study examines how inclusive classroom behavioral issues affect English, Science, and Math achievement. Despite disruptive behaviors, lack of involvement, transition concerns, communication barriers, and social emotional issues, students' academic performance remains unchanged. Despite being the biggest problem, communication barriers do not affect academic performance. Students' strong marks in important courses show that behavioral issues have little impact on academic progress. This resilience shows that current educational interventions and teaching methods are helping pupils overcome behavioral issues and succeed academically. The study emphasizes the need to preserve and improve these educational techniques to help all students succeed academically despite classroom behavioral issues. Teachers and policymakers should use these findings to emphasize the need for ongoing support and personalized interventions to address behavioral challenges and promote academic performance. This research helps create a supportive and effective learning environment for all students by showing that behavioral issues have no effect on academic success. The study recommends exploring novel teaching strategies that improve behavioral and academic outcomes to ensure comprehensive growth and achievement for inclusive classroom students. https://doi.org/10.22032/wjher.4.3
Keywords
Inclusive classroom behaviors, academic performance, behavioral challenges, classroom engagement
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22032/wjher.4.3Pages: 12-21Published: 08-01-2024Copyright: Copyright (c) 2024 Alvy Niezl Monacillo, Lilibeth Pinili, Kaitlin Marie OpingoOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteMonacillo, A.N., F., Pinili, L., Opingo, K.M. (2024). Diverse Learners, Inclusive Practices: Approaches to Teaching Special Education. World Journal on Education and Humanities Research, 4(3), 12-21. https://doi.org/10.22032/wjher.4.3