Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 39 no. 9 (2025)

Journey of the SPED Learners in the English Mainstream Classroom: A Multiple-Case Study

Sharmaine Salomon | Marjorie Lumogdang

Discipline: Education

 

Abstract:

Inclusive education in the Philippines has opened doors and opportunities for learners with special needs by integrating them into mainstream classrooms. This prospect for the SPED learners although promising has many challenges and opportunities, especially in subject like English. This qualitative multiple case study analyzed the journey of the Grade 10 SPED learners in the English mainstream classroom in one of the public high schools in Tacurong City, Sultan Kudarat, Philippines. The purpose of this study is to explore and understand the SPED learners’ academic journey and their support system in the English mainstream classroom. The experiences of the two cases – specifically SPED learners with autism and intellectual disability - were examined using in-depth interviews. It was analyzed using thematic analysis resulting to six emerging themes on their English mainstream classroom experiences: initial emotional response, positive classroom experiences, challenges faced, coping strategies, teacher support in learning, and parental involvement. It revealed that SPED learners in the English mainstream classroom experience a combination of emotional responses, positive classroom interactions, academic difficulties, and different levels of support from teachers and parents. The two emergent themes for how the experiences of the SPED learners in the English mainstream classroom help shape their lives are comprised of: unique learning approaches, strengths and areas needing extra help. It shows that the experiences of the SPED learners in the English mainstream classroom help shape their lives as they are described as unique, adaptive, and resilient individuals. The two cases were similar in terms of the SPED learners’ experiences in the mainstream English classroom. As to how their experiences in the English mainstream classroom help shape their lives, both cases are similar in their unique learning approaches but different in strengths and areas needing help because SPED learners with Intellectual Disability explicitly recognize their weakness such as struggles with writing, communication, and English-speaking skills while learners with Autism focused mostly on their strengths and did not mention or failed to recognize areas that they need help.



References:

  1. Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V., & Adrover-Roig, D. (2019). Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00531.
  2. Agumagu, G. (2020). Assessing the E Assessing the Effectiveness of Pull-Out Preness of Pull-Out Programs for Struggling ams for Struggling Readers in Grades K-8.https://dsc.duq.edu/cgi/viewcontent.cgi?article=2921&context=etd
  3. Ahmad, S., Ali, M. M., &Salehuddin, K. (2018). ESL Teachers’ Experience in Teaching Pupils with Dyslexia in Mainstream Classrooms. Creative Education, 09(14), 2171–2182. https://doi.org/10.4236/ce.2018.914158
  4. Ahmed, S., Kearns, R. A., & Davy, D. (2010). Community engagement in health research: A review of the literature. Australian Journal of Primary Health, 16(2), 98-105.
  5. Ajoc, I. (2019). The Special Education Program (SPED) in the Province of Surigao del Sur, Philippines. SMCC Teacher Education Journal ISSN Print: 2008- 0598 • ISSN Online: 2008-0601 Volume 1
  6. Akar, I. (2020). An overview of the phenomenon of waiting in the class from the perspective of the classroom teacher: A phenomenology study. Participatory Educational Research, 7(2), 60–79. https://doi.org/10.17275/per.20.20.7.2
  7. Allam, F. C., & Martin, M. M. (2021).Issues and Challenges in Special Education: A Qualitative Analysis from Teacher’s Perspective. Southeast Asia Early Childhood Journal, 10(1), 37-49. https://doi.org/10.37134/saecj.vol10.1.4.2021
  8. Aprilyanti, D.L. (223, September 1). Indonesian Journal of community and special needs education. Portal Jurnal Uneverstas Pendidikan Indonesia. https://ejounral.upi.edu/index.php/IJCSNE/
  9. Aranas, T. J. V., & Cabahug, R. G. (2017). Pre-service Preparation of Elementary School Teachers for Inclusive Education in Northern Mindanao, Philippines. s, 27(1), 128-147
  10. Arcayara, R. A.,  &Ruaya, J. C. ( 2021). Pillars of Strength: Meeting the Demands of Learners with Special Educational Needs (LSENs) in Surigao City National High School. International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 9, Issue 3, pp: (68-100).
  11. Auld, S. (2024). Why Your Child Can’t Pay Attention. https://www.acc.edu.au/blog/why-your-child-cant-pay-attention/
  12. Ayeras, E., Colas, H., & Regua, J. (2023). Movement Games: It’s Effectiveness to the Learning Competencies of Teaching Mathematics to the Learners with Disabilities. International Journal of Research Publication and Reviews. https://doi.org/10.55248/gengpi.4.923.51790.
  13. Baez B. (2002). Confidentiality in qualitative research: Reflections on secrets, power and agency. Qualitative Research. 2002;2:35–58.
  14. Balinbin, A. (2020). Filipino Students Falling Behind in Reading, Writing Levels in Southeast Asia. https://www.bworldonline.com/filipino-students-falling-behind-in-reading-writing-levels-in-southeast-asia/
  15. Bandura, A. (1978). Social Learning Theory of Aggression. Journal of Communication, 28(3), 12–29. https://doi.org/10.1111/j.1460-2466.1978.tb01621.x
  16. Banire, B., Al Thani, D., Qaraqe, M. (2022). Impact of mainstream classroom setting on attention of children with autism spectrum disorder: an eye-tracking study. Univ Access Inf Soc 20, 785–795 (2021). https://doi.org/10.1007/s10209-020-00749-0
  17. Barron, E. R., Rupley, W. H., Paige, D., Nichols, W. D., Nichols, J., &Lumbreras, R. (2018). Middle School Teachers’ Knowledge and Use of Comprehension Strategies in Discipline Instruction. International Journal of Learning, Teaching and Educational Research, 17(10), 1–17. https://doi.org/10.26803/ijlter.17.10.1
  18. Beauchamp, T.L. and Childress, J.F. (2013) Principles of Biomedical Ethics. 8th Edition, Oxford University Press, New York.
  19. Block, E., Breaud, M., McNulty, C., Papa, T., & Perry, M. (2019). Perspectives of Special Education: Literature Review and Interview. Creative Education. https://doi.org/10.4236/ce.2019.109143.
  20. Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44, 349 - 362. https://doi.org/10.1080/14703290701602748.
  21. Buriticá, O., Guerrero, L., & Patiño, J. (2023). Entre Lo Moderno Y Lo Tradicional: Relato De Una Experiencia De Aprendizaje En Programación De Computadores. Revista Ingeniería, Matemáticas y Ciencias de la Información. https://doi.org/10.21017/rimci.2023.v10.n20.a139.
  22. Cabugatan,  A. (2022). Exploring Classroom Experiences of Meranao Teachers handling Learners with Special Educational Needs. https://www.researchgate.net/publication/363466793
  23. Campado, R., Toquero, C., & Ulanday, D. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. International Journal of Professional Development, Learners and Learning. https://doi.org/10.30935/ijpdll/13062.
  24. Carter, E., Asmus, J., Moss, C., Biggs, E., Bolt, D., Born, T., Brock, M., Cattey, G., Chen, R., Cooney, M., Fesperman, E., Hochman, J., Huber, H., Lequia, J., Lyons, G., Moyseenko, K., Riesch, L., Shalev, R., Vincent, L., & Weir, K. (2016). Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities. Exceptional Children, 82, 209 - 233. https://doi.org/10.1177/0014402915598780.
  25. Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. https://doi.org/10.1016/J.EDUREV.2015.01.002.
  26. Chimhenga, S. (2017).Teaching Learners with Reading Difficulties in an Inclusive Setup in Zimbabwe: Challenges and Solutions. IJRDO-Journal of Educational Research ISSN: 2456-2947
  27. Collier, E. (2018). How to Deal with Challenging Behaviour in the Classroom.https://www.highspeedtraining.co.uk/hub/challengingbehavior in the classroom
  28. Cooper, P. (2011). Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review. European Journal of Special Needs Education, 26, 71 - 86. https://doi.org/10.1080/08856257.2011.543547.
  29. Cowley, S. (2018). The ultimate guide to differentiation: Achieving excellence for all. Bloomsbury Publishing Plc.
  30. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design:         Choosing    among five approaches (4th ed.). Sage Publications.
  31. Crossman, A. (2019). Understanding reliability in research. ThoughtCo. Retrieved from https://www.thoughtco.com/reliability-in-research-3025867
  32. Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer interaction. System. https://doi.org/10.1016/j.system.2020.102244.
  33. Duhaney, D. C., &Duhaney, L. M. G. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27, 393-401.
  34. Dunn, R. (2002). Effects of Learning-Style Strategies on Special Education Students. Academic exchange quarterly, 6, 206.
  35. Elo, S., Kyngäs, H., & Pölkki, T. (2014). Analyzing data in qualitative research. In    U. F.    M. A. H. (Ed.), The SAGE Handbook of Qualitative Research in           Psychology (pp.          217-234). Sage Publications.
  36. Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. doi:10.1002/piq.21143.
  37. Evans, J. (2015). ‘What expert teachers do: Enhancing professional knowledge for classroom practice. Professional Development in E d u c a t i o n , 3 7 ( 4 ) . https://educapsycho.wordpress.com/2013/03/12/the-roleof-art/
  38. Evgeniou, E. &Loizou, P. (2012). The theoretical base of e-learning and its role in surgical education. Journal of Surgical Education, 69(5), 665–669. doi:10.1016/j.jsurg.2012.06.005.
  39. Fadilah, M., Utari, P., &Wijaya , M. (2022). Government Communication in Implementing Inclusive Education for Working Towards the Sustainable Development Goals.https://knepublishing.com/index.php/KnE-Social/article/view/10592/17240#info. DOI: 10.18502/kss.v7i5.10592
  40. Fakude, Z., & Maseko, N. (2024). The Parental Role in Supporting Learners With Barriers to Learning in a Secondary School. Studies in Learning and Teaching. https://doi.org/10.46627/silet.v5i2.402.
  41. Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., . . . Wang, Y. (2021). The World Federation of ADHD International Consensus Statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews. doi:10.1016/j.neubiorev.2021.01.022
  42. Gallarde, F., Gatera, M.D.,  Buscato , L., &Villaries, P. J. . (2022). A Phenomenological Study on the Lived Experiences of SPED English Teachers in BARMM Region. East Asian Journal of Multidisciplinary Research, 1(7), 1343–1364. https://doi.org/10.55927/eajmr.v1i7.856
  43. Gallardo, R. D. & Cañete, R. D. (2019). Students With Special Needs in the Mainstream Classroom: Voices of Teachers in the Public School. Southeast Asian Journal of Educational Management, 1(1).
  44. Gil-Doménech, D., & Berbegal‐Mirabent, J. (2019). Stimulating students’ engagement in mathematics courses in non-STEM academic programmes: A game-based learning. Innovations in Education and Teaching International, 56, 57 - 65. https://doi.org/10.1080/14703297.2017.1330159.
  45. Goliath, C. (2021). An exploration of school strategies enabling teachers in mainstream schools to support learners with Asperger’s Syndrome. https://etd.uwc.ac.za/handle/11394/9010
  46. Gomez-Arizaga, M. P., Valdivia-Lefort, M., Castillo-Hermosilla, H., Hébert, T. P., & Conejeros-Solar, M. L. (2020). Tales from within: Gifted students’ lived experiences with teaching practices in regular classrooms. Education Sciences, 10(5), 137–158. https://doi.org/10.3390/educsci10050137
  47. Graham, S., Collins, A., & Rigby-Wills, H. (2017). Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers. Exceptional Children, 83, 199 - 218. https://doi.org/10.1177/0014402916664070.
  48. Green, E., & Goldstein, D. (2019). Reading Scores on National Exam Decline in Half the States. New York Times. https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html
  49. Gurwitz, J. H., & Stinson, J. (2018). Research methods in health care: A guide for   students          and practitioners. Wiley
  50. Hall, C., & Barnes, M. (2017). Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities. Intervention in School and Clinic, 52(5), 279-286. doi: 10.1177/1053451216676799
  51. Harold, V. L. & Corcoran, T. (2013). Discourses on behaviour: A role for restorative justice.  International Journal on School Disaffection, 10(2), 45–61. doi:10.18546/IJSD.10.2.03.
  52. IIEP-UNESCO. (2019). On the Road to Inclusion: Highlights from the UNICEF and IIEP Technical Round Tables on Disability-inclusive Education Sector Planning. Paris: IIEP-UNESCO. from: https://unesdoc.unesco.org/ark:/48223/pf0000372193
  53. Iosr, J., & Ritu, C. (2015). Collaborative Learning for Educational Achievement. . https://doi.org/10.6084/M9.FIGSHARE.1425368.V1.
  54. Johnson, L., Pugach, M., & Hammitte, D. (1988). Barriers to Effective Special Education Consultation. Remedial and Special Education, 9, 41 - 47. https://doi.org/10.1177/074193258800900609.
  55. Kashefian-Naeeini, S., & Kouhpeyma, Y. (2020). Fostering Learner Autonomy in Educational Settings. International Journal of Multicultural and Multireligious Understanding, 7, 190-201. https://doi.org/10.18415/ijmmu.v7i7.1765.
  56. Khoe, A. (2024). Teaching K-12 English Language Learners in the Mainstream Classroom. https://prizedwriting.ucdavis.edu/teaching-k-12-english-language-learners-mainstream-classroom
  57. Kholmatov, A. (2021). Exploring teacher-initiated humour in Academic English classes. The European Journal of Humour Research. https://doi.org/10.7592/ejhr2021.9.4.556.
  58. Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research.             Part     4: Trustworthiness and publishing. European Journal of General            Practice, 24(1),           120-124.
  59. Kwok, W.K. (2020). The Lived Experiences of a Mainstream Primary Teacher in an inclusive classroom in Hong Kong. Graduate School Dissertation. School of Education, Communication and Language Sciences Newcastle University Newcastle upon Tyne United Kingdom. https://theses.ncl.ac.uk/
  60. Lariba, F. (2023). Unsung Heroes: A Phenomenological Study on Experiences and Struggles of Special Education Language Teachers. Asian Journal of Education and Social Studies. https://doi.org/10.9734/ajess/2023/v49i11102.
  61. Lavelle, F., Spence, M., Hollywood, L., McGowan, L., Surgenor, D., McCloat, A., Mooney, E., Caraher, M., Raats, M., & Dean, M. (2016). Learning cooking skills at different ages: a cross-sectional study. The International Journal of Behavioral Nutrition and Physical Activity, 13. https://doi.org/10.1186/s12966-016-0446-y.
  62. Lenjani, I. (2016). Constructivism and behaviorism methodologies on special needs education. European Journal of Special Education Research, 1(1), 17–24. doi:10.6084/m9.figshare.2769586.
  63. Leseyane, M., Mandende, P., Makgato, M., &Cekiso, M. (2018). Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province. African Journal of Disability, 7, 1–7. https://doi.org/10.4102/ajod.v7i0.363
  64. Lewis-Beck, M., Bryman, A. E., & Liao, T. F. (2003). The Sage encyclopedia of social science research methods. Los Angeles, CA: Sage.
  65. Liu, C. C. & Ju, I. (2010). Evolution of constructivism. Contemporary Issues in Education Research, 3(4), 63– 66. doi:10.19030/cier.v3i4.199
  66. Logsdon, A. (2022). 8 Basic Components of an Individualized Education Program.https://www.verywellfamily.com/essential-parts-of-an-individual-education-program-2162702
  67. Louis, K.S., Leithwood, K.,  Wahlstrom, L.K.,&  Anderson, S.E. (2010). Learning from leadership: Investigating the links to improved student learning. Final Report of Research Findings to the Wallace Foundation, University of Minnesota. Masters Thesis.
  68. Lovett, B. (2021). Educational Accommodations for Students With Disabilities: Two Equity-Related Concerns. Perspective article. Front. Educ., 06 December 2021
  69. Lynch, M. (2020). Why Students Struggle With Reading Comprehension.https://www.theedadvocate.org/why-students-struggle-with-reading-comprehension/
  70. Main, P (2022, August 18). Special Educational Needs.https://www.structural-learning.com/post/special-educational-needs
  71. Malipot, M. (2018). DepEd: Special Education remains its top priority program. Manila Bulletin: Philippines.
  72. Mammadov, S. (2019). Being gifted in Turkey: Educational and social experiences of high-ability students. Gifted Education International, 5(3), 216–236. https://doi.org/10.1177/0261429419839397
  73. Martin, L., Oepen, R., Bauer, K., Nottensteiner, A., Mergheim, K., Gruber, H., & Koch, S. (2018). Creative Arts Interventions for Stress Management and Prevention—A Systematic Review. Behavioral Sciences, 8. https://doi.org/10.3390/bs8020028.
  74. Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge, England: Cambridge University Press.
  75. McKeachie, W. (2014). Anxiety in the College Classroom. Journal of Educational Research.
  76. McLeskey, J. (2019). Reflections on Future Directions for Including Students wit-----h Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 1540796919890924.
  77. Mgbam, E. (2019). Developing a Mainstreaming Course for a Teacher Professional Preparation Program in Nigeria: A Project Centered on Identification
  78. Miller, C. (2023). Social Challenges of Kids With Learning Problems. https://childmind.org/article/social-challenges-kids-learning-problems/
  79. Morrison, T., & Thomas, M. (1975). Self-Esteem and Classroom Participation1. Journal of Educational Research, 68, 374-377. https://doi.org/10.1080/00220671.1975.10884805.
  80. Motallebzadeh, K., Kondori, A., & Kazemi, S. (2020). The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety. , 18, 40-52. https://doi.org/10.32038/ltrq.2020.18.03.
  81. Mottet, T., & Thweatt, K. (1997). The Relationships between Peer Teasing, Self-Esteem, and Affect for School. Communication Research Reports, 14, 241-248. https://doi.org/10.1080/08824099709388666.
  82. Muega, M. (2019). Inclusive education in the Philippines: Through the Eyes of Teachers, Administrators, and Parents of Children with Special Needs. Social Science Diliman. 12.1
  83. Muqorrobin, M., Bindarti, W., & Sundari, S. (2022). Factors Contributing to Learners’ Lack of Self-Confidence in Speaking English. . https://doi.org/10.19184/eej.v9i1.30718.
  84. Niro, A. I., & Petilla, J. L. (2019, July). Stakeholder Engagement To Implement Projects Of Special Education Centers In Region I, Department Of Education, Philippines. In Proceedings of International Conference on Special Education (Vol. 3).
  85. Nuñez , V.C. (2021). Lived Experiences of Senior High School Teachers in Handling Mainstream Classes: Teacher Development Plan. Proceedings of the International Conference on Special Education Vol.4 (2021) / e-ISSN 2948-4731 (12-20) SEAMEO Regional Centre for Special Educational Needs
  86. Nunez, E. (n.d). Reading Comprehension and Students with Learning Disabilities: https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1549&context=sferc
  87. OECD. (2019). PISA 2018 Results (volume I): What Students Know and can do. PISA and OECD Publishing. https://doi.org/10.1787/5f07c754-en
  88. Orb, A., Eisenhauer, L., Wynaden, D. (2000). Ethics in Qualitative Research. JOURNAL OF NURSING SCHOLARSHIP, 2000; 33:1, 93-96. ©2001 Sigma Theta Tau International. https://www.columbia.edu/~mvp19/RMC/M5/QualEthics.pdf
  89. Oyan, J., AngelFe, D., Judy, A., Ann, L., & , B. (2024). LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY. EPRA International Journal of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra16837.
  90. Oyan, J., AngelFe, D., Judy, A., Ann, L., & , B. (2024). LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY. EPRA International Journal of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra16837.
  91. Perrine, R. (1998). Students’ Views of the Characteristics of Instructors’ Approachability. Psychological Reports, 82, 519 - 525. https://doi.org/10.2466/PR0.1998.82.2.519.
  92. Peters, S.J., (2003). Inclusive Education: Achieving Education for all by Including those with Disabilities and Special Education Needs. World Bank Report.
  93. Petersen, K. B. (2014). Learning theories and skills in online second language teaching and learning: Dilemmas and challenges. Journal of the International Society for Teacher Education, 18(2), 41–51.
  94. Peterson, D. ( 2021). Ingenious: The father of special education. https://uiaa.org/2021/08/31/ingenious-the-father-of-special-education
  95. Phala, T.A. & Hugo, A. (2022).  ‘Difficulties in Teaching Grade 3 Learners with Reading Problems in Full-Service Schools in South Africa’, African Journal of Disability 11(0), a906. https://doi. org/10.4102/ajod.v11i0.906\
  96. PHILO-notes. (2022, February 19). Bandura’s Social Learning Theory and its uses in the classroom [Video]. YouTube. Retrieved January 23, 2025, from https://www.youtube.com/watch?v=tGiVkzqwNdA
  97. Powell, J. (2015). Barriers to inclusion: Special education in the United States and Germany. Routledge, 2015.
  98. Protopapas , A. &Parrila R. (2018).  Is Dyslexia a Brain Disorder? Brain Sci. 2018 Apr 05;8(4)
  99. Qasserras, L. (2024). THE ROLE OF VISUAL LEARNING AIDS ACROSS DIVERSE LEARNING STYLES IN HIGH SCHOOL EDUCATION. European Journal of Applied Linguistics Studies. https://doi.org/10.46827/ejals.v7i2.550.
  100. Qasserras, L. (2024). THE ROLE OF VISUAL LEARNING AIDS ACROSS DIVERSE LEARNING STYLES IN HIGH SCHOOL EDUCATION. European Journal of Applied Linguistics Studies. https://doi.org/10.46827/ejals.v7i2.550.
  101. Quizana, C., & Espiritu, M. (2023). Challenges Encountered and Coping Strategies Used by Teachers in Implementing SPED Inclusive Education Program in Public Elementary Schools of Third Congressional District, Division of Quezon. Psych Educ, 2023, 9: 654-663, Document ID:2023 PEMJ778, doi:10.5281/zenodo.8025799, ISSN 2822-4353
  102. Re, A., De Vita, F., Cornoldi, C., & Schmidt, S. (2023). Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities. Journal of Learning Disabilities, 56, 410 - 420. https://doi.org/10.1177/00222194231157089.
  103. Re, A., De Vita, F., Cornoldi, C., & Schmidt, S. (2023). Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities. Journal of Learning Disabilities, 56, 410 - 420. https://doi.org/10.1177/00222194231157089.
  104. Relleve, C., Adao, L., Salazar, J., Macawili, K.F., & Chavez, M.  (2023). Teachers’ Challenges, Capabilities, and Needs in Teaching Learners with Reading Difficulties. Journal of Science and Education (JSE) 3(3):221-231. DOI:10.56003/jse.v3i3.173
  105. Republic of the Philippines. (2022). Republic Act No. 11650. An Act Instituting A Policy Of Inclusion And Services For Learners With Disabilities In Support Of Inclusive Education, Establishing Inclusive Learning Resource Centers Of Learners With Disabilities In All School Districts, Municipalities And Cities, Providing For Standards, Appropriating Funds Therefor, And For Other Purposes. https://lawphil.net/statutes/repacts/ra2022/ra_11650_2022.html
  106. Rowe, Wendy E. “Positionality.” The Sage Encyclopedia of Action Research, edited by Coghlan, David and Mary Brydon-Miller, Sage, 201
  107. Rudestam, K. E., & Newton, R. R. (2015). Surviving your dissertation: A comprehensive     guide to content and process (3rd ed.). Sage Publications.
  108. San Juan, R. K(2019). Philippines Lowest in Reading Comprehension Among 79 Countries.https://www.philstar.com/headlines/2019/12/03/1974002/philippines-lowest-reading-comprehension-among-79-countries
  109. Schuelka, M. (2018). Implementing Inclusive Education. https://typeset.io/papers/implementing-inclusive-education-49x5am1acq
  110. Sec. Educational Psychology
  111. Sirirak, C., Pintuto, P., Krutnak, P., Mitranun, C., & Wattanarat, P. (2019). A Study on Problems, Needs and Collaborative Model of Parents and Special Education Teachers. Proceedings of the 3rd International Conference on Education and Multimedia Technology. https://doi.org/10.1145/3345120.3345172.
  112. Sirirak, C., Pintuto, P., Krutnak, P., Mitranun, C., & Wattanarat, P. (2019). A Study on Problems, Needs and Collaborative Model of Parents and Special Education Teachers. Proceedings of the 3rd International Conference on Education and Multimedia Technology. https://doi.org/10.1145/3345120.3345172.
  113. Steele, M. (2005).Teaching Students with Learning Disabilities: Constructivism or Behaviorism?. Current Issues in Education Vol. 8 No. 10. Mary Lou Fulton College of Education Arizona State University
  114. Sumayang, K. R., Celendron, K., Declaro, N. P., &Flandez, D. L. (2022). Mainstreaming Learners with Special Needs in a Regular Classroom: A Scoping Review. Universal Journal of Educational Research,
  115. Sundqvist, C., & Ström, K. (2015). Special Education Teachers as Consultants: Perspectives of Finnish Teachers. Journal of Educational and Psychological Consultation, 25, 314 - 338. https://doi.org/10.1080/10474412.2014.948683.
  116. Sundqvist, C., & Ström, K. (2015). Special Education Teachers as Consultants: Perspectives of Finnish Teachers. Journal of Educational and Psychological Consultation, 25, 314 - 338. https://doi.org/10.1080/10474412.2014.948683.
  117. Swaminathan, S., Schellenberg, E., & Khalil, S. (2017). Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆. Intelligence, 62, 119-124. https://doi.org/10.1016/J.INTELL.2017.03.005.
  118. Swaminathan, S., Schellenberg, E., & Khalil, S. (2017). Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆. Intelligence, 62, 119-124. https://doi.org/10.1016/J.INTELL.2017.03.005.
  119. Tabilin, Z., & Tombali, R. (2024). Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States. International Journal For Multidisciplinary Research. https://doi.org/10.36948/ijfmr.2024.v06i05.27463.
  120. Tabilin, Z., & Tombali, R. (2024). Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States. International Journal For Multidisciplinary Research. https://doi.org/10.36948/ijfmr.2024.v06i05.27463.
  121. Tcheimegni, E. (2018). Including Students With Special Needs in a Mainstream Classroom in Cameroon. https://core.ac.uk/download/pdf/214539269.pdf
  122. Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Pepper, D., & Travers, M. (2019). Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425–444. https://doi.org/10.1080/02671522.2018.1452962
  123. Trochim, W. M. K. (2020). Research methods: The concise knowledge base.           Cengage    Learning.
  124. Volume 6 - 2021 | https://doi.org/10.3389/feduc.2021.795266
  125. Von Esch, K. S., & Kavanagh, S. S. ( 2018). Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development. Journal of Teacher Education 2018, Vol. 69(3) 239–251
  126. Vygotsky, L. (1962). Thought and language. Cambridge, MA: Harvard University Press.
  127. Wahid, M., Sethi, M., Shaheen, N., Javed, K., Qazi, I., Osama, M., Ilah, A., & Firdos, T. (2023). Effect of academic stress, educational environment on academic performance & quality of life of medical & dental students; gauging the understanding of health care professionals on factors affecting stress: A mixed method study. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0290839.
  128. Walsh, Megan, “The Inclusion of Students with Special Needs in the General Education Classroom” (2018). Senior Theses. 69. https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01
  129. Wasserman , M. (2020). Caring for People with Disabilities: An Ethics of Respect. Hastings Cent Rep. 2020 Jan;50(1):44-45.
  130. Webber, J., Scheuermann, B., McCall, C., & Coleman, M. (1993). Research on Self-Monitoring as a Behavior Management Technique in Special Education Classrooms. Remedial and Special Education, 14, 38 - 56. https://doi.org/10.1177/074193259301400206.
  131. Webber, J., Scheuermann, B., McCall, C., & Coleman, M. (1993). Research on Self-Monitoring as a Behavior Management Technique in Special Education Classrooms. Remedial and Special Education, 14, 38 - 56. https://doi.org/10.1177/074193259301400206.
  132. West, C. K., Farmer, J. A., & Wolff, P. M. (1991). Instructional design: Implications from cognitive science. Upper Saddle River, NJ: Prentice Hall PTR
  133. Wilson, J., & Wilson, S. (2007). The First Day of Class Affects Student Motivation: An Experimental Study. Teaching of Psychology, 34, 226 - 230. https://doi.org/10.1080/00986280701700151.
  134. Wright, L.,  Slate, J., & Moore, G. (2016). Differences in Reading Skills by Ethnicity/Race for Texas High School Students: A Statewide, Multiyear Examination.  Sam Houston State University. Global Journal of Human-Social Science: G Linguistics & Education Volume 16 Issue 10 Version 1.0
  135. Yang, M. K. P. (2021). Multilingual Learners in Mainstream Classrooms. Innovations and Critical Issues in Teaching and Learning 2(1), 100-122. https://cornerstone.lib.mnsu.edu/icitl/vol2/iss1/5
  136. Yin, R. K. (2017). Case study research and applications: Design and methods. Los Angeles, CA: Sage.
  137. Zahoor, S. & Mubeen, R. (2018). Effect of Working Experience on Mainstream Teacher’s Perception About Inclusion of Students with Disabilities. Asian Journal of Management Sciences & Education Vol. 7(4) October 2018

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic