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Inclusive Education: Addressing Diverse Needs in The Special Education Classroom

Valeriano Torres Jr., Lilibeth Pinili, Randy Mangubat
Abstract
This study explores the relationship between inclusive classroom behaviors and academic performance, focusing on issues like disruptive behaviors, lack of engagement, transition difficulties, communication barriers, and social-emotional challenges. Despite these moderate to above-moderate behavioral challenges, the study finds no significant impact on the academic performance of learners in subjects such as English, Health, and ESP. The consistently "Very Satisfactory" grades across these subjects suggest a resilience among students, allowing them to maintain high academic standards in spite of behavioral difficulties. This indicates a potential disconnect between classroom behavioral issues and academic success, suggesting that current educational strategies and interventions may be effectively supporting academic performance regardless of these challenges. The study highlights the importance of continuing and possibly enhancing these educational practices to support both academic achievement and positive classroom behavior, providing valuable insights for educators and policymakers in fostering a supportive and effective learning environment for all students. https://doi.org/10.22016/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/10.22022/wjher.4.2Pages: 256-265Published: 07-20-2024Copyright: Copyright (c) 2024 Valeriano Torres Jr, Lilibeth Pinili, Randy MangubatOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteTorres Jr., V.L., Pinili, L., Mangubat, R. (2024). Inclusive Education: Addressing Diverse Needs in The Special Education Classroom. World Journal on Education and Humanities Research, 4(2), 256-265. https://doi.org/10.22022/wjher.4.2