TEACHERS’ PERSPECTIVE ON THE BEHAVIOR AND CLASSROOM MANAGEMENT PROFICIENCY TOWARD LEARNERS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE EDUCATION SETTINGS
DOI:
https://doi.org/10.5281/zenodo.16152503Keywords:
Inclusive education, learners with special educational needs, behavior and classroom management, qualitative phenomenological design, Lapu-Lapu City, Cebu.Abstract
Inclusive education is based on the ethical principle of providing equal access to quality education for every student. It entails integrating Learners with Special Education Needs (LSEN) into general education classrooms, supported by effective learning strategies. This research aims to investigate the experiences and perceptions of teachers at Marigondon Elementary School in the Division of Lapu-Lapu during the school year 2024-2025 regarding the management of behavioral challenges presented by LSEN in mainstream classrooms. Using a qualitative phenomenological research approach, the researcher conducted individual interviews with deliberately chosen teacher participants to uncover strategies that improve inclusive practices. A set of researcher-created guide questions was utilized to collect information, and the data obtained was analyzed through thematic analysis. Five main themes emerged from this analysis, including handling classroom dynamics, Approaches for inclusive classrooms, strategies to address behavioral challenges, crafting a helpful and supportive environment, and embracing and adapting classroom management strategies to accommodate LSEN. Findings stressed the significance of establishing clear rules, integrating technology, designing engaging activities, and collaboration with peers and parents as effective strategies. Encouraging engagement through positive reinforcement, establishing clear routines, and maximizing peer support were also found to be essential strategy in managing classes. Teachers emphasized the need for empathy, respect, and personalized strategies to promote inclusivity. The study concluded that tailored teaching methods, consistent communication with parents, and reward systems effectively motivated LSEN to behave and perform positively. Based on the results, the researcher recommends collaboration with parents, providing training to teachers, and conducting a regular forum for sharing best practices and recognizing teachers’ innovations in managing classroom dynamics.
Keywords: Inclusive education, learners with special educational needs, behavior and classroom management, qualitative phenomenological design, Lapu-Lapu City, Cebu.
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