Implementation of inclusive classroom strategies on the academic performance of learners with special educational needs (SEN)

Abstract

In the tapestry of inclusive education, where every learner’s unique thread deserves to shine. This study assessed the implementation of inclusive classroom strategies and their relationship to the academic performance of learners with Special Educational Needs (SEN) at Uling National High School, Naga City, Cebu. Using a descriptive-correlational research design, data were gathered from 31 teacher-respondents through a questionnaire adapted from the Perceptions of Inclusion Questionnaire (PIQ). The study examined four inclusive strategy categories: differentiated instruction, collaborative learning, Universal Design for Learning (UDL), and support strategies. Perceived impacts were measured across academic self-concept, social-emotional gains, and performance metrics. Results showed that inclusive strategies were implemented at an “Often” level, with UDL rated as “Always.” The perceived impact was “Agree” across all three outcome areas, with academic self-concept rated highest and performance metrics rated lowest. The correlational analysis revealed that Support Strategies demonstrated significant positive relationships with both academic self-concept and performance metrics, while Differentiated Instruction showed a significant positive relationship only with social-emotional gains. In contrast, Universal Design for Learning and Collaborative Learning showed no significant relationships with any of the three outcome measures, indicating that frequent implementation alone did not guarantee meaningful associations with learner outcomes. Based on the findings, an action plan entitled “Bridging the Gap: Strengthening Inclusive Practices for SEN Learners” was developed to address identified gaps through targeted professional development, MTSS implementation, and improved progress monitoring systems. The study recommends the full implementation of the proposed action plan to raise inclusive practices from “Often” to “Always” and to translate social-emotional gains into measurable academic outcomes for SEN learners.