Investigating the Child Development of Learners with Special Educational Needs in Inclusive Education

Abstract

Abstract: This study examined the development of 22 learners with special educational needs (LSENs) in inclusive education at Balamban SPED Center Elementary School in the Philippines. Surveys were used for data collection, and the analysis included descriptive statistics and comparative analysis. Most participants were 5-12-year-old females with three or four siblings. Their families had a monthly income of Php 10,000 or below. Autism was the most common particular need among successful learners, followed by hearing impairment and intellectual disability. According to parents, LSENs exhibited well-developed knowledge, attitude, skills, and behavior. Teachers, however, perceived that only knowledge and behavior were well-developed, while attitudes and skills showed moderate development. Perceptions of parents and teachers regarding child development did not differ significantly. The study concluded that inclusive education plays a crucial role in the success and development of LSENs. Successful learners demonstrated high levels of knowledge and behavior, as assessed by both parents and teachers. Teachers rated attitudes and skills as moderately developed. LSENs achieved functional literacy and adaptive behaviors necessary for daily life and prospects. Collaboration between parents and teachers was emphasized for enhancing child development and fostering holistic learners at home, school, and community. The study recommends that administrators use the findings to develop appropriate programs for LSENs, while teachers and parents utilize the results as an action plan to address educational gaps. The study can serve as a baseline for future research on the benefits of inclusive education for LSENs.