Unraveling the Proficiency, Influential Factors and Instructional Challenges in Reading among the Learners with Special Educational Needs within an Inclusive Classroom Setting
Keywords:
Inclusive education, Instructional challenges, Learners with special educational needs, Quantitative Descriptive-Correlation method.Abstract
This study identified the influential factors and instructional challenges in reading among the learners with special educational needs within an inclusive classroom setting of Manguilamon Elementary School. This study will use the quantitative descriptive-correlation method of research using the survey questionnaire (Creswell, 2012) as the principal instrument in gathering the needed data. The study population was composed of twenty-five teachers of the school. The research utilizes a survey questionnaire used was created by adapting some questionnaires from past studies and studied similar thing (L.S. Maphoso, 2014; Mahlo, 2014). It is used to obtain the profile of the respondents specifically on their age and gender, highest educational attainment, academic position and the training attended relevant to reading; the proficiency level of the learners in an inclusive education classroom; the influential factors that includes teachers’ management in reading and the participation of parents in reading at home; and the teachers challenges met in an inclusive classroom setting and the significance of the reading proficiency level of the learners to parents active participation in school and to the teachers’ management in the teaching reading in an inclusive education classroom. The data revealed that parents active participation and the teachers’ challenges met in the classroom gives great impact to the proficiency level of the learners in reading. Though the data on teachers’ management and the proficiency level of the reading skills of the learners indicates that this is not a contributing factor, rather, they should focus on improving other aspects of teaching reading to students who struggle with reading. In this sense, addressing the underlying source of the issue will help the students' reading difficulties and advance them to a proficient level. Crafting different programs and innovating techniques and strategies in reading would contribute great help in the development of reading for learners who were in fairly proficient and not proficient level. Therefore, it is recommended, that the action plan entitled “Revolutionizing Parents Active Support Council Action Plan” that encourage parents to actively participate in all grade levels to participate in a range of roles in the creation implementation, and ongoing assessment of parental participation, and determining theme issues be implemented.
Downloads
References
Afolabi, O. E. (2014). Parents’ involvement in inclusive education: An empirical test for the psycho-educational development of learners with special educational needs (SENs). International Journal of Educational Administration and Policy Studies, 6(10), 196–208.
Altschul, I. (2011). Parental involvement and the academic achievement of Mexican American youths: What kinds of involvement in youths’ education matter most? Social Work Research, 35(3), 159-170. https://doi.org/10.1093/swr/35.3.159
Balli, D. (2016). Importance of parental involvement to meet the special needs of their children with disabilities in regular schools. Academic Journal of Interdisciplinary Studies, 5(1), 147–152. https://doi.org/10.5901/ajis.2016.v5n1p147
Bennett, K. S., & Hay, D. A. (2007). The role of family in the development of social skills in children with physical disabilities.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2011). Defining Twenty-First Century Skills. In The Nature of Learning: Using Research to Inspire Practice (pp. 17-25). https://doi.org/10.1007/978-94-007-2324-5_2
Birnbaum, R. (2010). Choosing a School for a Child with Special Needs (6th ed.). London: Jessica Kingsley Publishers.
Bhaumik, S. (2009). Faculty of Learning Disability, Royal College of Psychiatrists, Leicester Frith Hospital, Groby Rd, Leicester.
Brooks, J. (2011). The Process of Parenting (8th ed.). Toronto, ON: McGraw-Hill.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support, and family education on pupil achievements and adjustment: A literature review. Research Report 433. London: Department for Education and Skills.
Dodici, B., et al. (2003). Early Parent-Child interaction and early literacy development. Topics in Early Childhood Education, 23(3), 124-136.
Emerson, E., & Heslop, P. (2010). A Working Definition of Learning Disabilities (Report No. 1). London: Department of Health.
Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family–School and Community Partnerships Bureau: Canberra.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
Hafeez, M. (2021). Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods. Pedagogical Research, 6(3), em0102. https://doi.org/10.29333/pr/11088
Halgunseth, L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Washington, DC: National Association for the Education of Young Children.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
Hoover-Dempsey, K. V., Walker, J. M., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130.
International Journal of Disability, Development and Education, 54, 381–397. https://doi.org/10.1080/10349120701654555
Isola Rajagopalan. (2019). Concept of Teaching. Shanlax International Journal of Education, 7(2), 5-8. https://doi.org/10.34293/education.v7i2.329
Israel, M., Maynard, K., & Williamson, P. (2013). Promoting literacy-embedded, authentic STEM instruction for students with disabilities and other struggling learners. Teaching Exceptional Children, 45(4), 18-25. https://doi.org/10.1177/004005991304500402
Kraiger, K., & Ford, J. (2021). The Science of Workplace Instruction: Learning and Development Applied to Work. Annual Review of Organizational Psychology and Organizational Behavior, 8, 347-378. https://doi.org/10.1146/annurev-orgpsych-012420-060109
Kwok, H., & Katz, G. (2009). International and Cross-Cultural Issues: The Classification of Intellectual and Learning Disabilities. Meeting Report. October 26-27.
Mapp, K. L., & Kuttner, P. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Austin, TX: Southwest Educational Development Laboratory.
] Maria Katrina S. Macapaz. (2024). Exploring Teachers’ Attitudes and Burnout in Inclusive Classrooms. International Journal of Intelligent Systems and Applications in Engineering, 12(4), 2363–2372. Retrieved from https://www.ijisae.org/index.php/IJISAE/article/view/6635
McKenna, M. K., & Millen, J. (2013). Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education. School Community Journal, 23, 9-48.
Muijselaar, M., Swart, N., Steenbeek-Planting, E.G., Droop, M., Verhoeven, L., & Jong, P. (2017). Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading, 21, 1-16. https://doi.org/10.1080/10888438.2017.1278763
Nelson, R. F. (2004). The transition to kindergarten. Early Childhood Education Journal, 32, 187-190.
McDonald, S. L. M. (2019). Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. https://nsuworks.nova.edu/fse_etd/197
Sumanasekera, I., Hamid, J., Khatibi, A., & Azam, S. M. (2021). Involvement and Style of Parents on Student Motivation Towards Student Performance with the Moderating Effect of Academic Causal Factors: Development of a Conceptual Model. Global Journal of Management and Business Research, 21, 1-15.
Sumanasekera, I., Hamid, J., Khatibi, A., & Azam, S. M. (2021). Review of Literature on Involvement and Style of Parents Towards Student Performance. International Journal of Advanced Scientific and Technical Research, 1, 1-12.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All papers should be submitted electronically. All submitted manuscripts must be original work that is not under submission at another journal or under consideration for publication in another form, such as a monograph or chapter of a book. Authors of submitted papers are obligated not to submit their paper for publication elsewhere until an editorial decision is rendered on their submission. Further, authors of accepted papers are prohibited from publishing the results in other publications that appear before the paper is published in the Journal unless they receive approval for doing so from the Editor-In-Chief.
IJISAE open access articles are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. This license lets the audience to give appropriate credit, provide a link to the license, and indicate if changes were made and if they remix, transform, or build upon the material, they must distribute contributions under the same license as the original.
