PANTAO

(International Journal of the Humanities and Social Sciences)

ISSN 3028-0877 | e-ISSN 3155-6043

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PANTAO, an International Journal of the Humanities and Social Sciences, with ISSN 3028-0877 | e-ISSN 3155-6043, is an annual journal that serves as a scholarly platform dedicated to the exploration and dissemination of research in the disciplines of humanities and social sciences.

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Latest Articles

Learners with Special Educational Needs (LSENs) in Inclusive Classrooms: Their Behavior and Their Teachers’ Classroom Practices

Author

Jonaly Ana R. De Tomas*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This survey-correlational research explored the level of teachers’ classroom practices and the behavior of learners with special educational needs (LSENs) in inclusive classrooms during the 2025–2026 academic year. Fifty-two teachers teaching in inclusive classrooms (receiving teachers), eighteen from Kalibo Pilot Elementary School and thirty-four from Kalibo Integrated Special Education Center, participated in the study. The research aimed to answer twenty-nine (29) specific questions regarding teachers’ classroom practices and another twenty-nine (29) specific questions regarding the behavior of their learners with special educational needs in inclusive classrooms. Data were collected using a researcher-made questionnaire, which was validated by the research adviser, a special education expert, together with selected panel members. Following validation, the questionnaire was pilot tested with thirty (30) receiving teachers from President Manuel A. Roxas Memorial Integrated School–SPED and Inzo Arnaldo Village Integrated School. Factor analysis, construct validation, and reliability testing were conducted using the Statistical Package for Social Sciences (SPSS) software. The independent variable was teachers’ classroom practices in inclusive classrooms, while the dependent variable was the behavior of learners with special educational needs in inclusive classrooms. Mean, standard deviation, and Pearson r correlation were employed for data analysis, with a significance level set at 0.05. The major findings revealed a very high level of teachers’ classroom practices and a high level of behavior among learners with special educational needs in inclusive classrooms. Additionally, a non-significant relationship was observed between teachers’ classroom practices and the behavior of learners with special educational needs.

Keywords: Inclusive classrooms, teachers’ classroom practices, learners with special educational needs (LSENs), learner behavior, survey-correlational research.

*Corresponding author/ Email: jonalyana.detomas@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021032

Recommended citation:
De Tomas, J. A. R. (2026). Learners with Special Educational Needs (LSENs) in Inclusive Classrooms: Their Behavior and Their Teachers’ Classroom Practices. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2129-2144. http://doi.org/10.69651/PIJHSS05021032

Read the full text

1032 – De Tomas – Learners with Special Educational Needs (LSENs) in Inclusive Classrooms_ Their Behavior and Their Teachers’ Classroom PracticesDownload

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