Author

Felotia A. Rondina
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: ladyfelsweety23@gmail.com

Abstract

Understanding teachers’ perspectives on the academic achievement and cognitive behavior of students with special needs is essential for effective inclusive education. This study examined the views of sixty instructors at Tabogon Central School, representing both experienced and newly assigned teachers, to capture a broad range of insights on students’ learning abilities, classroom behavior, and overall academic performance. Findings indicated that teachers are aware of the varied capabilities of their students, with some able to work independently while others require additional support. To accommodate these differences, teachers employed strategies such as visual aids, individualized instruction, behavior management, and continuous monitoring, with the overall use of strategies rated as high. Correlation analyses revealed a slightly negative relationship between students’ cognitive behavior and classroom difficulties and a modest positive association between teachers’ assessment of academic performance and the strategies used, suggesting that teachers’ perceptions of student abilities were largely independent of the challenges faced or intensity of strategy implementation. Overall, the study provides a comprehensive view of how teachers interact with and support children with special needs in inclusive classrooms, highlighting the importance of differentiated instruction, continuous observation, and adaptive strategies to promote learning and cognitive development.

Keywords: Academic performance, cognitive behavior, descriptive correlation, teachers’ perceptions, inclusive education in Tabogon Central School, Poblacion, Tabogon, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501685

Recommended citation:
Rondina, F. A. (2026). Exploring teachers’ perceptions of students with special needs’ academic performance and cognitive behavior. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7520-7532. http://doi.org/10.69651/PIJHSS0501685

Read the full text

References

Afani, F. M., & Susanti, A. (2025). Pre-service English teachers’ perceptions towards the implementation of differentiated instruction in teaching practicum: Challenges and strategies. International Journal of Multilingual Education and Applied Linguistics, 2(3), 1–9. https://doi.org/10.61132/ijmeal.v2i3.373

Alazemi, B., & Larkins, R. (2025). Teachers’ perceptions of preparedness for teaching students with mild to moderate disabilities in inclusive education in Kuwait. International Journal of Special Education, 40(1), 1–12. https://doi.org/10.52291/ijse.2025.40.1

Al-Dababneh, K. A., Almakanin, H. I., Al-Zboon, E. K., & Akash, H. Y. (2025). Teachers’ perspectives on parental involvement and its influence on academic performance of students with special needs. Journal of Special Education and Inclusion, 19(2), 87–99.

Azka, S. N., Saputra, R. A., Agustina, I. W., Aristy, D., & Amanatillah, A. (2024). Teachers’ roles in teaching English to students with special needs: Strategies, challenges, and impacts. STAIRS: English Language Education Journal, 6(1), 3–17. https://doi.org/10.21009/stairs.6.1.3

Belarda, F. N., & Belena, N. F. (2025). Exploring the perspectives and challenges of elementary teachers in an inclusive program. International Journal of Social Science and Humanities Research, 8(9), 95–104. https://doi.org/10.47191/ijsshr/v8-i9-95

Benemerito, P., Delos Reyes, N. R., Espina, R., Peteros, E. D., & Sitoy, R. E. (2025). The role of professional development in enhancing pedagogical practices of teachers in inclusive classrooms. International Journal of Intelligent Systems and Applications in Engineering, 13(2), 45–52. https://doi.org/10.1016/j.ijisae.2025.03.004

Brown, T., & Green, A. (2025). Gender differences in teachers’ perceptions of students with intellectual and learning disabilities. Educational Psychology Review, 37(1), 45–62. https://doi.org/10.1007/s11218-025-10046-0

Climaco, J. L. T., Climaco, A. V., & Ricaforte, R. M. (2025). The influence of differentiated instruction and teachers’ perceptions of technology use on the engagement of students with learning disabilities. Asian Journal of Education and Social Studies, 51(7), 540–548. https://doi.org/10.9734/ajess/2025/v51i72144

Cola, J. D., Reyes, M. P., Cabigon, A. L., & Anero, M. L. (2025). Readiness and instructional strategies of secondary school teachers for inclusive education in the Philippines. Philippine Journal of Educational Research, 30(1), 45–62.

de la Fuente, J., Malpica-Chavarría, J., Garzón-Umerenkova, A., & Pachón-Basallo, M. (2021). Self-regulation and emotional support in inclusive education: A path to learning achievement. International Journal of Environmental Research and Public Health, 18(4), 1941. https://doi.org/10.3390/ijerph18041941

Duan, W., Bissaker, K., & Xu, Y. (2024). Inclusive education in practice: Exploring the roles of collaboration and support in student success. Journal of Special Education Research, 32(1), 55–72. https://doi.org/10.1016/j.jsedres.2024.01.005

Faiza, N., & Astutik, Y. (2025). Innovative strategies for teaching English in special schools: Teachers’ experiences and voices. Journal of Research on English and Language Learning, 6(1). https://doi.org/10.33474/j-reall.v6i1.23238

Gu, S., Hassan, Z., & Sulaiman, T. (2024). Inclusive education in Asia: Challenges and strategies for supporting learners with disabilities. Asian Journal of Inclusive Education, 10(2), 98–115. https://doi.org/10.32523/ajie.v10i2.2024

Kabtyimer, M. T., & Zhao, W. (2024). Teachers’ perceptions on curriculum differentiation for students with special needs: Does variation in teachers’ demographic attributes matter? International Journal of Special Education, 39(1), 149–163. https://doi.org/10.52291/ijse.2024.39.14

Lopez, M. M., & Dela Cruz, A. A. (2024). Predictors of non-special education teachers’ professional development and readiness in handling learners with autism spectrum disorder. European Journal of Special Education Research, 10(6), 162–170.

Ma, L., Luo, H., & Xiao, Y. (2021). The role of parental behavior in shaping children’s academic motivation and self-concept. Educational Psychology Review, 33(3), 789–803. https://doi.org/10.1007/s10648-020-09572-6

Martyn, S., Nowland, R., & Haegele, J. (2022). Teacher perceptions of physical activity in special education: Beliefs, barriers, and implementation practices. Education Sciences, 15(9), 1100. https://doi.org/10.3390/educsci15091100

Perinelli, E., Pisanu, F., Checchi, D., Scalas, L. F., & Fraccaroli, F. (2022). Teacher beliefs and expectations: Effects on inclusive education outcomes. European Journal of Special Needs Education, 37(2), 204–222. https://doi.org/10.1080/08856257.2021.1901375

Robinson, D. (2017). Parent–teacher partnerships in inclusive education: Building collaborative practices. International Journal of Inclusive Education, 21(5), 487–502. https://doi.org/10.1080/13603116.2016.1218955

Sitoy, R. E., Espina, R. C., Sumalinog, M. R. R., Benemerito, P., Cabajar, L. S., & Delantar, L. M. (2024). Instructional methods for inclusive education: An exploration of teaching strategies for special needs learners in general classrooms. International Journal of Humanities Education, 1(1). https://cm.os-cgrn.org/index.php/ijhe/article/view/86

Smith, L., & Jones, R. (2023). Teachers’ expectations and labeling effects on students with learning disabilities. Educational Studies, 49(2), 215–230. https://doi.org/10.1007/s11218-023-09775-1

Wang, M., Huebner, E. S., & Tian, L. (2021). Parental support and children’s school engagement: A longitudinal study. Journal of School Psychology, 85, 58–70. https://doi.org/10.1016/j.jsp.2020.12.005

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Differentiating instruction in inclusive classrooms: Teacher responses and beliefs. Teaching and Teacher Education, 109, 103543. https://doi.org/10.1016/j.tate.2021.103543

Yue, Y., Huang, J., Yuan, H., Zhao, Y., Lei, J., & Fan, J. (2024). Parent–teacher collaboration in inclusive education: Impacts on cognitive behavior and academic development. Contemporary Educational Research, 9(1), 34–50. https://doi.org/10.1016/j.cedres.2023.12.004

Zhao, Q., Chen, L., Yang, Y., Wang, X., & Yang, J. (2024). Teachers’ and parents’ roles in improving self-concept and academic success of students with special needs. Journal of Educational Psychology and Behavior, 28(3), 140–155. https://doi.org/10.1080/jepsy.2024.140155