Diverse Learners, Inclusive Practices: Approaches to Teaching Special Education
Sharon Sarabia, Lilibeth Pinili, Kaitlin Marie Opingo, Randy Mangubat
Abstract
This study explores the impact of health and well-being on students' academic performance, focusing on three main areas: Physical Health Support, Mental Health and Emotional Support, and Social Well-Being and Peer Relationships. The findings show that the school provides strong support in Physical Health, with high ratings indicating effective access to healthcare services and accommodation of medical needs. In the area of Mental Health and Emotional Support, while the overall feedback is positive, there is slightly less consensus on the effectiveness of managing stress and anxiety, which received a lower mean score. However, resources for emotional difficulties and a supportive mental health environment are rated highly. Social Well-Being and Peer Relationships are well-supported, with the school fostering positive peer interactions and inclusive practices. Despite these positive assessments, analysis of academic performance in English, Mathematics, and Science found no statistically significant relationship between health and well-being factors and academic outcomes. Low r-values and p-values exceeding significance thresholds suggest these factors do not directly influence academic performance in this study. This indicates a need to explore additional factors that may impact academic success.
https://doi.org/10.22056/wjher.4.4
Keywords
Special Education, Academic performance, English, Mathematics, Science performance
full textpdf
Journal: World Journal on Education and Humanities Research
Volume (Issue): 4(4)
DOI: https://doi.org/10.22056/wjher.4.4
Pages: 45-56Published: 10-22-2024Copyright: Copyright (c) 2024 Sharon Sarabia, Lilibeth Pinili, Kaitlin Marie Opingo, Randy MangubatOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteSarabia, S., Pinili, L., Opingo, K.M., Mangubat, R. (2024). Diverse Learners, Inclusive Practices: Approaches to Teaching Special Education. World Journal on Education and Humanities Research, 4(4),45-56. https://doi.org/10.22056/wjher.4.4
How to CiteSarabia, S., Pinili, L., Opingo, K.M., Mangubat, R. (2024). Diverse Learners, Inclusive Practices: Approaches to Teaching Special Education. World Journal on Education and Humanities Research, 4(4),45-56. https://doi.org/10.22056/wjher.4.4
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