Kristine C. Natanawan
E. Bernabe Elementary School
Completed 2026
ABSTRACT
This study examined the effectiveness of inclusive teaching practices and differentiated instructional strategies in supporting the participation and functional skill development of a Special Needs Education (SNED) learner in an inclusive elementary classroom. It aimed to determine the effects of classroom environment on learner participation, identify barriers in academic and social activities, examine responses to differentiated instructional strategies, and explore parent perceptions of inclusivity and home-school collaboration. A qualitative action research design was employed involving one SNED learner and one parent from a Non-graded–Mapagkalinga class, selected through purposive sampling. Data were gathered through classroom observations, interviews, and reflective assessments. Findings revealed that a supportive classroom environment enhanced learner confidence, participation, and functional skill development. However, barriers such as difficulty following lengthy instructions, slow task completion, and limited communication skills hindered active participation. Differentiated instructional strategies including games, drawing, singing, and interactive activities improved motivation, engagement, and comprehension. Parents perceived the classroom as inclusive and responsive, highlighting strong teacher accommodations, peer acceptance, and consistent home-school communication. The study was limited to a single learner and parent within one school setting, restricting generalizability. Nevertheless, it provides context-specific insights into inclusive teaching practices and emphasizes the value of differentiated instruction and collaborative support systems. The study’s originality lies in its focused examination of lived experiences within a classroom context, contributing to inclusive education literature in settings. Its implications suggest enhanced teacher training, strengthened policy support, and sustained home-school collaboration to improve inclusive education practices for learners with special needs.