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Promoting Inclusive Classroom Behavior: Strategies for Special Education Teachers

Chester Tabasa, Lilibeth Pinili, Raymond Espina, Randy Mangubat
Abstract
This study examines how behavioral issues affect English, Science, and Math performance in inclusive classrooms. Learners face moderate to above-moderate behavioral concerns, including disruptive behavior, lack of interest, transition issues, communication barriers, and social-emotional issues. Despite these obstacles, statistical study shows no correlation between these behaviors and academic success. This shows behavioral issues do not impair students' ability to perform well in these disciplines. Current teaching methods and the learning environment help students, as seen by the consistently good grades throughout academic disciplines. These findings show that adolescents can succeed academically despite behavioral issues, showing that current educational techniques and interventions are beneficial. The study stresses the need of maintaining and improving these instructional practices to help all students succeed academically. These findings suggest that educators and policymakers should provide ongoing assistance and personalized interventions to manage behavioral challenges and promote academic performance. The minimal influence of behavioral difficulties on academic achievement helps design comprehensive strategies that create a supportive and productive learning environment for all students. The report recommends exploring novel educational strategies to improve behavioral and academic outcomes and ensure holistic development and achievement in inclusive classrooms. https://doi.org/10.22033/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/10.22033/wjher.4.3Pages: 22-33Published: 08-01-2024Copyright: Copyright (c) 2024 Chester Tabasa, Lilibeth Pinili, Raymond Espina, Randy MangubatOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteTabasa, C., F., Pinili, L., Espina, R., Mangubat, R. (2024). Promoting Inclusive Classroom Behavior: Strategies for Special Education Teachers. World Journal on Education and Humanities Research, 4(3), 22-33. https://doi.org/10.22033/wjher.4.3