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Abstract
This study explored the challenges encountered by teachers in special education and inclusive settings. Using a quantitative research design, it assessed the relationship between teachers’ challenges such as meeting individual learners’ needs, handling administrative work, and collaborating with colleagues and students' academic performance. The results revealed no statistically significant relationship between these challenges and students' performance in English and Mathematics. However, the findings highlighted the need for targeted professional development, especially in differentiated instruction and collaborative practices, as well as enhanced administrative support to alleviate teachers' burdens. While these challenges did not directly affect academic outcomes, addressing them could improve teaching efficacy and overall classroom dynamics. The study underscores the importance of collaboration among stakeholders and the provision of adequate resources to foster a more effective inclusive education system. https://doi.org/10.22056/wjher.4.3
Keywords
Special Education, Inclusive Education, Teacher Challenges, Academic Performance
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Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024
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