Instructional Environment and Physical Arrangement in Teaching Special Needs Education Classroom: Towards Ways of Sustaining a Conducive Learning Environment
DOI:
https://doi.org/10.5281/zenodo.21460374Keywords:
instructional environment, physical arrangement, special education classroom, inclusive education, conducive learning environment, classroom organizationAbstract
This study examined the instructional environment and physical arrangement of special education classrooms and their relationship as a basis for proposing ways to sustain a conducive learning environment. A quantitative descriptive-comparative-correlational design was employed among 66 receiving and special education teachers from selected public elementary and secondary schools in the Schools Division Office of Antipolo City. Participants were selected purposively, and data were collected through a validated researcher-developed questionnaire using a four-point response scale. Frequency, percentage, weighted mean, independent-samples t-test, analysis of variance, and Pearson product-moment correlation were applied at the 0.05 level of significance. The instructional environment was rated very highly evident (M = 3.65, SD = 0.31), with literacy development, effective general education instruction, and social-emotional and behavioral support emerging as the strongest practices. Physical arrangement was likewise very highly evident (M = 3.71, SD = 0.30), particularly the use of clear physical boundaries, designated activity areas, accessible materials, and predictable classroom structures. Assessments of both variables did not significantly differ according to age, sex, educational attainment, or teaching experience. A strong and statistically significant positive relationship was found between instructional environment and physical arrangement (r = .73, p < .001). The findings indicate that organized, accessible, and predictable classroom spaces strengthen inclusive instructional practice, engagement, independence, and positive behavior among learners with special needs. The study recommends sustained professional development, improved resource and time allocation, systematic classroom-layout monitoring, and the integration of physical-space planning into instructional design and classroom management.
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