Original Article

Effectiveness of Inclusive Classrooms in Enhancing the Academic Performance and Social Skills of Learners with Disabilities 

Vince Von A. Yu

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: yuvincevon@gmail.com       

Bravanti B. Francia

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: bravanti.ivan11@gmail.com   

Abstract

Inclusive education has become a central strategy for promoting equitable access to quality education and fostering the holistic development of learners with disabilities. This study examined the effectiveness of inclusive classrooms in enhancing the academic performance and social skills of learners with disabilities at the Tandag City SPED Center during the School Year 2025–2026. Specifically, it investigated the perceived influence of inclusive classroom practices on learners’ intellectual, physical, social, personal, and career development and identified the challenges encountered by teachers and learners within inclusive educational settings. The study employed a quantitative descriptive research design involving 30 Special Needs Education (SNED) teachers selected through purposive total population sampling and 20 learners with disabilities selected through purposive sampling. Data were collected using a validated researcher-developed survey questionnaire consisting of respondents’ profiles, perceived influence of inclusive classrooms, and challenges encountered in inclusive settings. Descriptive statistics, including frequency, percentage, and mean, were utilized to summarize the data, while the Kruskal–Wallis H-test was employed to determine significant differences in perceptions and challenges when respondents were grouped according to profile variables. Findings revealed that inclusive classrooms were generally perceived to exert a positive influence on the development of learners with disabilities, particularly in the physical, career, and intellectual domains. Social and personal development outcomes were likewise favorable but indicated opportunities for further enhancement. Teachers reported experiencing considerable challenges related to interpersonal communication, collaboration, and social confidence, whereas learners encountered these challenges only occasionally. The findings underscore the significant contribution of inclusive classrooms to both academic and social development while highlighting the need for strengthened teacher support systems and continuous professional development initiatives to sustain effective inclusive education practices.

Keywords

inclusive education, learners with disabilities, academic performance, social skills, inclusive classrooms

Full Article

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Suggested APA Citation

Yu, V. V. A., Francia, B. B. (2026). Effectiveness of inclusive classrooms in enhancing the academic performance and social skills of learners with disabilities in Tandag City. QualiSearch Journal of Educational Research and Practice, 2(5). https://doi.org/10.66437/qjerp.v2i5.007                  

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Vince Von A. Yu is a Special Education practitioner and researcher whose academic interests focus on inclusive education, learner development, educational accessibility, and the implementation of evidence-based interventions for learners with disabilities. He completed the degree of Master of Arts in Education major in Special Education at the University of Perpetual Help System DALTA. His research explores the effectiveness of inclusive classroom environments in promoting the academic performance and social development of learners with disabilities. His professional interests include inclusive instructional practices, teacher preparedness, disability-responsive educational programs, and the continuous improvement of Special Education services within Philippine educational settings.

Dr. Bravanti B. Francia is a Senior Education Program Specialist for Special Needs Education at the Department of Education Central Office, Bureau of Learning Delivery–Student Inclusion Division. He previously served as a Special Education Teacher and currently teaches in graduate programs at the University of Perpetual Help System DALTA, National Teachers College, and the Eulogio “Amang” Rodriguez Institute of Science and Technology. He earned both his PhD and MAEd in Special Education from the University of Perpetual Help System DALTA and is pursuing graduate studies in Clinical Psychology at Mapúa University. His research interests include inclusive education, disability-inclusive policies, teacher development, educational leadership, and learner support systems.

Correspondence

Vince Von A. Yu

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

yuvincevon@gmail.com