Classroom Management for Learners with Emotional and Behavioral Needs in Inclusive Education

The impact of organized classroom management approaches on students with emotional and behavioral needs was investigated in an inclusive educational context. The participants, 70 Special Needs Teachers from public elementary schools in the Division of Zambales, mainly were female, aged 31 to 40, and had 1 to 3 years of teaching experience. They completed the master’s degree program course and served as Teachers I and II. The findings indicated that the implementation of effective classroom management strategies considerably enhanced the learning experiences and positive behaviors of students, thereby establishing a supportive environment for children with emotional and behavioral disturbances. Teachers recognized serious obstacles to the implementation of these programs, such as poor facilities and equipment, lack of proper teacher training, negative attitudes toward inclusive education, and a lack of parental involvement. Frequency and percentage distributions were employed to characterize the teacher-respondents according to age, gender, teaching experience, educational qualifications, and teaching position. Weighted means were used to determine teachers’ challenges regarding classroom management, resources, teacher training, attitudes toward inclusive education, and parental involvement. Weighted mean was also utilized to measure the influence of structured classroom management on students in terms of learning experience, positive behavior, and supportive climate. Paired t-test was used in finding out if differences existed with respect to problems experienced by the teachers in dealing with students of emotional and behavior difficulties based on their profiles. A paired t-test was used in investigating how the problems they encountered were correlated with the potency of systematic management approaches in treating the students. Depending on their profile characteristics, teachers are confronted with a broad spectrum of challenges. The research finding of a significant disparity between the reported effectiveness of classroom management strategies and the challenges they faced pointed towards possibilities for inclusive education reform.