Identified Inclusive Classroom Behavior in Teaching Special Education
Mary Ann Cahutay Soriano, Lilibeth Pinili, Raymond Espina
Abstract
This study examines the relationship between inclusive classroom behaviors and academic performance in English, Mathematics, and Science. Despite moderate to high challenges in areas such as disruptive behavior, lack of engagement, difficulty with transitions, communication barriers, and social-emotional challenges, the findings reveal no significant impact on academic performance. Students maintain very satisfactory performance levels, indicating the effectiveness of current educational strategies and interventions. The study highlights the importance of these strategies in supporting students to overcome behavioral challenges and achieve solid academic results. It underscores the need for comprehensive approaches that address both behavioral and academic needs, providing valuable insights for educators and policymakers to enhance supportive and effective learning environments.
https://doi.org/10.22024/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/10.22024/wjher.4.2Pages: 266-275Published: 07-24-2024Copyright: Copyright (c) 2024 Mary Ann Cahutay Soriano, Lilibeth Pinili, Raymond EspinaOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteSoriano, M.A.C., Pinili, L., Espina R. (2024). Identified Inclusive Classroom Behavior in Teaching Special Education. World Journal on Education and Humanities Research, 4(2), 266-275. https://doi.org/10.22024/wjher.4.2
How to CiteSoriano, M.A.C., Pinili, L., Espina R. (2024). Identified Inclusive Classroom Behavior in Teaching Special Education. World Journal on Education and Humanities Research, 4(2), 266-275. https://doi.org/10.22024/wjher.4.2