Classroom Management of Inclusive Education Teachers and Academic Performance of Learners with Hearing Impairment: Basis for Classroom Management Modification

Authors

Melissa D. Quijas Eulogio “Amang” Rodriguez Institute of Science and Technology, Manila Campus Nagtahan St, Sampaloc, Manila, 1008 Metro Manila Author

DOI:

Keywords:

Classroom Management, Academic Performance of Learners with hearing impairments, Inclusive Education

Abstract

This study aims to comprehensively examine the classroom management of inclusive education teachers and the academic performance of learners with hearing impairment in Special Education Needs Schools in Districts 1 and 2, Quezon City. To include learners with hearing impairment, the assessment involves input from various stakeholders, including Special Education needs teachers, regular teachers, and school administrators, focusing on key areas such as the classroom environment, flexible instructional strategies, peer support, and collaboration. By addressing specific problems, such as the identification of current practices, comparative analyses among different respondent groups, exploration of challenges faced, examination of relationships between strategies and challenges, and the proposal and assessment of an intervention program, the study aims to offer a holistic understanding of the existing situation of schools in Districts 1 and 2. The ultimate goal is to provide insights that inform targeted interventions, enhance teacher preparedness, and improve overall inclusion for learners with hearing impairment.

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