Exploring the Psychosocial Well-being of Learners with Special Educational Needs in Inclusive Settings
Keywords:
Learners with Special Educational Needs (LSENs), inclusive settings, psychosocial well-being, self-esteemAbstract
This descriptive correlational study explores the psychosocial well-being of Learners with Special Educational Needs (LSENs) in inclusive settings, focusing on self-esteem, social connectedness, and emotional regulation. Conducted in four schools in Toledo City, Cebu, the study involved 30 LSENs and their teachers as respondents. Data collection utilized a modified questionnaire adapted from established instruments, addressing various aspects of psychosocial well-being. Statistical analysis was performed using MS Excel, employing descriptive statistics and tests of significance. Results indicate that while LSENs exhibit strengths in social connectedness, they often struggle with self-esteem and emotional regulation, particularly in managing stressful situations. The study underscores the importance of tailored interventions and inclusive teaching strategies to address the diverse needs of LSENs. Furthermore, it highlights the significance of fostering collaboration among educators, parents, and stakeholders to create supportive environments conducive to the holistic development of LSENs. This study contributes to our understanding of the psychosocial well-being of LSENs in inclusive settings, emphasizing the importance of promoting positive self-esteem, enhancing social connectedness, and teaching effective emotional regulation skills. Further research and collaborative efforts are essential in advancing inclusive education practices and supporting the well-being of LSENs.
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