The Influence of Classroom Support on the Social and Academic Development of Learners with Special Needs in Selected Public Elementary Schools

This study aims to determine the influence of classroom support on the social and academic development of learners with special needs in selected public elementary schools during School Year 2026–2027. Specifically, it seeks to assess the level of classroom support provided by teachers, determine the levels of learners’ social and academic development, and examine the significant relationships between classroom support and these developmental outcomes. The study will be conducted at Tabunoc Central School in Talisay City, Cebu, and Lutao Elementary School in Inabanga, Bohol. A descriptive-correlational research design will be employed, with teachers serving as the respondents. A structured questionnaire will be used to gather data on differentiated instruction, individualized instructional assistance, appropriate learning materials, classroom participation, social interaction, and the provision of an inclusive classroom environment. Social development will be assessed in terms of communication, cooperation, social confidence, interpersonal relationships, and sense of belonging, while academic development will be examined through learning engagement, participation, task completion, motivation, and understanding of lesson concepts. Frequency, percentage, weighted mean, and standard deviation will be used to summarize the data, while Pearson’s product-moment correlation or Spearman’s rank correlation will be applied, as appropriate, to determine the relationships among the study variables at the 0.05 level of significance. The findings will serve as the basis for developing an Enhanced Instruction Guide for Learners with Special Needs, intended to help teachers strengthen inclusive classroom practices and provide appropriate instructional and social support. The proposed guide will emphasize responsive teaching strategies, accessible learning resources, collaborative activities, positive reinforcement, progress monitoring, and school–family collaboration. Ultimately, the study is expected to provide context-specific information that may guide teachers and school administrators in improving classroom support and promoting the social participation and academic development of learners with special needs.