Republic of the Philippines

` NUEVA ECIJA UNIVERSITY OF SCIENCE AND

Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION

The Perceived Effectiveness of Various Educational Approaches and

Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

Sta. Cruz, Jennilyn M.

Petilo, Janeth A.

*Corresponding email: [email protected]; [email protected]

ABSTRACT
This present study aimed to identify and determine the perceived effectiveness of various educational
approaches and strategies in teaching learners with developmental disabilities in an inclusive classroom.
It has been affirmed that the teachers should know various educational approaches on how to deal and
cater students with exceptionalities and disabilities. They have imperative role when it comes to valuing
the students with special needs in special and inclusive education. The success of learning experience in
special education lies more in the teacher’s hands than the learners with exceptionalities. Teachers of
special education deal with students who have physical, mental, emotional, or learning difficulties. They
modify general education classes and instruct individuals with mild to moderate impairments in a variety
of disciplines. Through qualitative design, specifically search and information sources, data collection,
and metasynthesis, this study will be validated and substantiated. This is also to ascertain the plausibility
of the correlation between the teaching approaches and learning experience of the students with
exceptionalities in an inclusive environment. Furthermore, it argues for the importance and relevance of
these notable variables to assess its impact. This paper offers indispensable contribution to the field of
special education by means of presenting analytical evidence associated to teaching approaches and
strategies employed in a special and inclusive education.

Keywords: special education, inclusive education, students with exceptionalities, developmental disabilities

Keep Excellence Burning

Contact No. (044) 463 - 0225

Transforming Communities through Science and Technology Email: [email protected]
[email protected]
The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

INTRODUCTION
There are several contemporary barriers that hinder the effective implementation and enforcement
of inclusive education. It is imperative to scrutinize these factors for it will be pivotal in establishing and
formulating fitting programs and policies that can aid these barriers. According to a published fact sheet
of City College of Tagaytay, there are seven notable barriers to inclusive education and they are (1)
Attitudinal Barriers, (2) Physical Barriers, (3) Inappropriate Curriculum, (4) Untrained Teachers, (5)
Inadequate funding, (6) Poor Organization, and (7) Policies as Barriers. Attitudinal barriers are
characterized by constant prejudice and stereotypes among persons with disabilities as well as their
educational potential. Physical barriers are associated with concrete and material things aspects such as
the lack of any assistive objects, technologies, and facilities that are necessary for the overall learning
experience of the learners of this like. Thirdly, an inappropriate curriculum seems to be one of the most
challenging matters when it comes to inclusive education seeing that it reflects on the flaws in the
structure or design of the curriculum and its inadequacy when it comes to catering to the diverse learning
styles of the students. Moreover, special and inclusive education teachers' competencies and abilities
create a significant impact on the effectiveness of the said program. Without proper training and imposed
appropriate standards, the learning experience of students with special needs would be a tedious task.
On top of that, the lack of funding also confronts inclusive education by means of not allocating
and prioritizing the budget for materials, resources, and equipment used in the classrooms. Poor
organization affects the relationship between the higher-ups, administrators, teachers, parents,
stakeholders, and students which can result in a disagreeable discussion about inclusive education.
Finally, some policies and regulations still affirm discrimination towards students with special needs thus,
classifying them as not capable of learning.
Another article that supports the mentioned argument is authored by Onukwufor et al., 2017 and
it claims that social, economic, and emotional concerns are among the hindrances to the effective
implementation of inclusive education. The research revealed that the following economic constraints
may prevent the effective implementation of inclusive education for children with visual impairments:
inadequate funding for inclusive schools; insufficient staffing; insufficient staffing training; and
inadequate funding to buy the required technology components.
In comparison, the cited articles almost share similar factors that prevent the effective implementation and
enforcement related to inclusive education. It was revealed that the mentioned barriers are the most
pressing concern and therefore, they should be necessarily addressed. By and large, these current barriers
need to be carefully assessed and evaluated.
Teachers can have a wide variety of options when it comes to providing equal opportunities for
all students within their allocated classrooms. There is a clear need to discern the diversity and different
characteristics and capabilities of each learner and, therein, decide the all-inclusive approach to them.
Petty (2014) enumerated the protected characteristics of each student that have to belong to inclusive
education programs and they are age, disability, gender reassignment, marriage, and civil partnership,
pregnancy and maternity, race, religion or beliefs, sex, and sexual orientation. The mentioned attributes
need to be taken into consideration so that teachers can fully decide on certain teaching methods that they
will be practicing. Furthermore, identifying opportunities for students to work collaboratively in diverse
groups should be prioritized. Treating your students with no bias or discrimination will effectively
reinforce the very idea of inclusive education.
One in five children have a learning and/or attention deficit that hinders their ability to study in a
classroom, according to the State of Learning Disabilities report from the National Center for Learning
Disabilities. regarding 33 percent of educators said that what some people consider to be a learning
impairment might be mistaken for laziness, demonstrating the need for increased knowledge among some

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

segments of the teaching profession regarding the realities of disabilities and the best ways to help
children with them. The following article examines the incidence of impairments, the most effective ways
for instructors to help their pupils, and professional guidance on this crucial subject.
In order to give disabled students the chance to realize their academic and post-secondary
potentials, special education was created. The main goal was to give kids who, in many cases, had not had
the opportunity in the past, a free, suitable education. Compared to prior times, special education has
changed. Most special education students get most or all of their instruction in regular education settings.
Nowadays, standards-based education frequently determines what schools do and how instructors work.
The idea that most special education students should have access to the general education curriculum is
connected to the concurrent emphasis on federal and state programs.
There is a prominent quote that states that "Every Step Counts" and its principle is extremely
relevant to achieving inclusive education. Lathan (2022) proposed 4 proven inclusive education strategies
for educators and they consist of (1) the use of universal principles in creating accessible classrooms, (2)
the use of a variety of instructional formats, (3) knowing students' IEPs/504s, and (4) development of
behavior management plan. In the Philippine context, they can be applied. However, from my standpoint,
it is also significant to start with the evaluation of the framework and outcomes from the government
agencies responsible for inclusive education programs. Allocating funds and resources for this program
should be prioritized and every implementation should be monitored. Citizens should be educated
regarding the importance of including students with special needs in mainstream regular classes and
providing their physical and material needs. Designing an appropriate curriculum that is comprehensive
and all- inclusive is also a crucial step toward this endeavor. Furthermore, training of teachers, creation of
an organized and healthy organization, and abolishing of policies that do not recognize the chief
principles of inclusive education should be included in the course of action that will focus on achieving
the full fruition of inclusive education.
The position of the special education professional has evolved along with special education. This
book focuses on successful teaching strategies with an emphasis on techniques that are supported by
research. The solutions that are being offered are meant to provide instructors a chance to broaden and
hone their skill set. Additionally, it presents some crucial ideas and factors that will serve as the basis for
later chapters. The main issues surrounding the provision of special education serve as its framing.
The researchers are trying to figure out the perceived effectiveness of various educational approaches and
strategies in teaching learners with developmental disabilities in an inclusive classroom based on the
perspective of different scholars, teachers, students, and researchers.

This paper is focused on obtaining enough studies which will strengthen and support the feasibility of this
study. This is also to respond to the research gaps which pertains to the lack of studies when it comes to
ensuring the effectivity of the implementation of various teaching and learning approaches to students
with developmental studies.

Specifically, this paper aims to:

1. Discuss the significance of various educational approaches and strategies in teaching learners
with developmental disabilities in an inclusive classroom.

2. Cite the accomplishments of the various educational approaches and strategies in teaching
learners with developmental disabilities in an inclusive classroom.

3. Analyze the various educational approaches and strategies in teaching learners with
developmental disabilities in an inclusive classroom.

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

4. Identify the challenges that hinders the effectiveness of various educational approaches and
strategies in teaching learners with developmental disabilities in an inclusive classroom.

5. Devise series of recommendations to address the identified challenges and effects of various
educational approaches and strategies in teaching learners with developmental disabilities in an
inclusive classroom.

RESEARCH METHOD
2.1 Search and Information Sources
With the researchers’ resources to provide a systematic approach to meet the demands of this
study, preliminary preparations included gathering 20-40 journal articles from legitimate databases such
as Clarivate Analytics (Web of Science), ResearchGate and Google Scholar navigated through the theme
“various educational approaches and strategies in teaching learners with developmental disabilities in an
inclusive classroom” with no specific setting. The relevant sources of information were narrowed down to
the subject at matter (specific approach in special education) and garnered 24 articles in total to go
through a comprehensive synthesis to suffice the researchers’ nature of interpretation and research
questions.

2.2 Data Collection and Meta-synthesis

The journal articles were further scrutinized to its relevance and association to answer the
research questions and recommend suggestions on various educational approaches and strategies in
teaching learners with developmental disabilities in an inclusive classroom. The publishing date range is
from 2012 to 2023.
The researchers utilized meta-synthesis to extrapolate data from gathered articles to answer the
research questions. Efforts had been made to undertake meta-synthesis to advise researchers on how to
implement the method in a rigorous and realistic manner (Paterson et. al, 2009).

PHENOMENON OF INTEREST

 “various educational approaches and strategies in teaching learners with developmental

disabilities in an inclusive classroom”

RELEVANCE OF INFORMATION

 Date of Publication: 2012-2022

 Keywords: “various educational approaches and strategies in teaching learners with
developmental disabilities in an inclusive classroom”
 Publication Sources: Open-access studies from Clarivate Analytics, ResearchGate, and
Google Scholar

EVALUATION OF INCLUDED STUDIES

 Studies considered: 40
 Studies accepted: 24

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

 Did the article sufficiently answer one of the research questions regarding the perceived
effectiveness of various educational approaches and strategies in teaching learners with
developmental disabilities in an inclusive classroom?
 Did the article provide considerable evidence to support the subject at matter?

ASSOCIATION OF KEY THEMES AND DESCRIPTIONS

 “Teaching methods and strategies that aid learners with exceptionalities skills"
 "Classroom activities which engages special students in classroom interactions"

TRANSLATING THE STUDIES INTO ONE ANOTHER

 Pinpointing the key theme to special and inclusive teaching approach and how it
facilitated the progress of special students' learning abilities.

SYNTHESIZING THE TRANSLATION

 The Perceived Effectiveness of Various Educational Approaches and Strategies in

Teaching Learners with Developmental Disabilities in an Inclusive Classroom

Figure 1. Diagram of the research flow and meta-synthesis of the paper

Adapted from Chrastina’s Combined Model of 7 meta-synthetic stages and France, E.F., Uny, I.,
Ring, N. et al’s methodological systematic review of meta-ethnography conduct

With its promising contribution to the research field, meta-synthesis provides valuable
interpretation and insights crucial to understanding the phenomenon of interest (Chrastina, 2018). The
method engaged the researchers' individual voice in the phenomenon that eventually led to pinpointing
the key theme of this paper through the articles gathered and the researchers’ efforts in utilizing this
process to arrive on suggestions that encourage the perceived effectiveness of various educational
approaches and strategies in teaching learners with developmental disabilities in an inclusive classroom.

Research Design
This study utilized review as the main research design as the researchers collated and reviewed
various articles related to the perceived effectiveness of various educational approaches and strategies in
teaching learners with developmental disabilities in an inclusive classroom. According to Aruria Edu,
Researching, reading, assessing, and summarizing academic literature (usually journals and papers) on a
particular subject constitutes a literature review. The findings of a literature review may be presented as a
whole report or article, or they may form a portion of a grant application, thesis, or dissertation. The rate
of knowledge generation in the field of business research is increasing dramatically, yet it is still
fragmented and multidisciplinary. This makes it challenging to stay on the cutting edge of research, to
remain current with best practices, and to evaluate the body of evidence in a certain field of business
research. This makes the literature review a more useful research technique than before. Traditional
literature evaluations frequently lack rigor and completeness and are undertaken haphazardly rather than

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

in accordance with a predetermined approach. As a result, concerns concerning the caliber and reliability
of these assessments might be voiced. The study design known as a systematic review, which is used to
compile the findings of multiple primary research investigations, is covered in this section. Furthermore,
Himmelfarb Health Sciences library extrapolates this design as a report that offers a thorough analysis of
all pertinent research on a certain clinical or health-related issue or question and is frequently authored by
a panel.
Qualitative design was also incorporated in this study. Instead of gathering numerical data points or
intervening or introducing treatments, as in quantitative research, qualitative research explores and offers
deeper insights into real-world problems. Qualitative research also helps further investigate and
understand quantitative data. In qualitative research, participants' experiences, viewpoints, and actions are
gathered. Instead of addressing how many or how much, it addresses hows and whys. It could be set up as
an independent study that just uses qualitative data, or it might be a component of mixed-methods
research that uses both qualitative and quantitative data.
Due to the open-ended nature of the research questions at hand, qualitative research design is
frequently not linear in the same way that quantitative design is. One of the strengths of qualitative
research is its capacity to explain processes and patterns of human behavior that can be challenging to
quantify. Phenomena such as experiences, attitudes, and behaviors such as "how" and "why" are at the
core of qualitative research.

Population and Sample OR Subject

The main focus of the study is to identify and determine the perceived effectiveness of various
educational approaches and strategies in teaching learners with developmental disabilities in an inclusive
classroom. Collectively, the researchers used the variables about experiences, skills, abilities, and
challenges in special and inclusive education.
The researchers used a review and qualitative method by formulating questionnaires and
conducting an interview in gathering the data on the selected respondents who are currently teaching
special education. The selected respondents underwent homogeneous sample selection, and the focus
group discussion took place at Nueva Ecija University of Science and Technology.

Instruments
Through search and information sources, data collection, and metasynthesis, this study will be
validated and substantiated. This is also to ascertain the plausibility of the correlation between the
teaching approaches and learning experience of the students with exceptionalities in an inclusive
environment. Also, the research instrument that was used to gather data is a questionnaire. This was used
to give the respondents enough time to answer the questions given, and to properly generate data in a
much more accurate and convenient way for the researchers.
The instrument used in this study is the researchers' made questionnaire. The draft only consisted of
a whole page which is where all questions were given. The questions prepared by the researchers had also
undergone thorough validation. The set of questions were specifically screened to extract the needed
information for the development of the study.
For validation purposes, the questionnaire will undergo validation Afterwards, the items in the self-
made survey questionnaire were re-evaluated for more precision and directness for the growth of the
study.
The copies of the questionnaire will be given to the participants during the interview for further
discussion of answers.

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

 
Data Analysis
In analyzing the data, we have employed the review technique in assessing the scholarly articles
which have been used to justify the study. The tradition of inquiry that was utilized in this study is the
Narrative Inquiry. The researchers collect information through the narrative being told by the participants
regarding how they understand and perceive the situation being asked. This is also accomplished in order
to collect answers more accurately. According to a website of Deakin LibGuides (2021), narrative inquiry
records the experiences of an individual or small group, revealing the lived experience or particular
perspective of that individual, usually primarily through interview which is then recorded and ordered
into a chronological narrative.
To accomplish the narrative inquiry of the study, the researchers conducted focus interviews where
the participants are given more time to share their experiences, and are being interviewed using
questionnaires. As stated in a blog site named Cint (2022), a questionnaire is a research tool featuring a
series of questions used to collect useful information from respondents. These instruments include either
written or oral questions and comprise an interview-style format. It can be conducted online, by phone, on
paper or face-to-face, and questions don’t necessarily have to be administered with a researcher present. It
features either open or closed questions and sometimes employs a mixture of both. Open-ended questions
enable respondents to answer in their own words in as much or as little detail as they desire. Closed
questions provide respondents with a series of predetermined responses they can choose from. The
importance of questionnaires in research is immense, helping researchers gain relevant information
quickly and effectively.
Furthermore, the researchers selected the respondents through a purposive sampling technique
which only consists of a total of 7 respondents. The researchers also chose this approach to reach their
aim which is to have an intensive and in-depth study about the experiences and viewpoint of the
respondents who are associated with special and inclusive education. As the researchers used interviews,
a semi-structured interview with an open-ended questionnaire is applied for gathering data from the
respondents. As stated by George (2022), semi-structured interviews are often open-ended, allowing for
flexibility. Thus, combining elements of structured and unstructured interviews, it gives the advantages of
both: comparable, reliable data, and the flexibility to ask follow-up questions. The researchers employed
semi-structured interview to create a connection with the respondents that would enable them to freely
share their thoughts and opinions without hesitation.

RESEARCH FINDINGS AND DISCUSSION

Research Findings

The Perceived Effectiveness of Various Educa-

tional Approaches and Strategies in Teaching
Learners with Developmental Disabilities in an
Inclusive Classroom
100
80
60
40
20
8 0
EFFECTIVITY RATE SUCCESS RATE LEVEL OF SEVERITY OF PREFERENCE RATE
ISSUES AND CHALLENGES
Sebastian, Tapadera, & Angeles
STUDENTS TEACHERS PARENTS
The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

Figure 2.
Conducted research interview converted into performance rate of various teaching approaches in Special
and Inclusive Education

The researchers were able to identify and determine the perceived effectiveness of various
educational approaches and strategies in teaching learners with developmental disabilities in an inclusive
classroom. The results showed that the majority of students and instructors in special and inclusive
educations tend to have different perspectives about the instructional strategies used. The students,
teachers, and parents have different point of views when it comes to special and inclusive education
approaches which root from their firsthand experiences. The teachers expressly affirm to establish clear
expectations for all students, break down assignments into smaller pieces to work on in short time
periods, pace breaks between assignments so students can refocus on their tasks, share ideas with parents
so they can help with homework, carry out every day routines consistently, develop a reward system for
good behavior, completing work on time, and participating in class, use visual and auditory reminders to
change from one activity to the next, and carry out every day routines. Before the change takes place, this
step might need to be repeated numerous times.
Additionally, it was found that each child is special and unique. He or she has a unique way of
learning. Interpersonal learners are gregarious and eager to use language to communicate their thoughts,
while intrapersonal learners are quiet, reflective, and observant. Visual learners prefer using pictures and
reading, while auditory learners enjoy hearing explanations and reading aloud. The teacher's job is to give
these students a range of properly thought-out and organized activities so they can reach their maximum
potential.
Knowing a child's learning style, however, is not sufficient to ensure that a student with
developmental difficulties succeeds in the classroom. The instructor should also take into account the
student's skills and learning challenges, such as a limited attention span and a slower learning rate, which
can easily demotivate the student to master a particular activity. Building a child's self-confidence in
learning requires a lot of patience, understanding, effort, praise, and encouragement. The Department of
Education has promoted inclusive education since 1997. The Policies and Guidelines for Special
Education mention it.
We have also learned about education, which states that "the ultimate goal of special education
shall be the integration or mainstreaming of learners with special needs into regular school system and
eventually into the community." Inclusive education means that all children, regardless of age, sex, race,
color, or disability, attend regular classes in school to learn, contribute, and participate in an inclusive
environment to achieve quality education.

Discussion
Learning Disability of Experiential Learning and Scaffolding can be seen as a significant lens in
evaluating the findings. According to studies, using experiential learning or meaningful encounters helps
students of all ages learn more effectively. It emphasizes the visual and aural. Using hands-on methods,
with self-directed children's engagement, to strengthen understanding of the material. Teachers now
include scaffolding with this methodology. It separates ideas into orderly steps that kids may imitate.
Teachers enhance autonomous learning skills while assisting students in understanding the material more
quickly. Children, especially those with special needs, gain from active involvement in the learning
process, more effectively master information, and are more likely to enhance their knowledge and
retention of the target material as a consequence of these integrated techniques.
These methods involve teachers guiding kids via independent activities. In group or individual
settings, direct instruction use scripts to directly teach specific concepts or subjects through regimented
procedures. These offer quick-paced, engaging courses that involve kids in the learning process when

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

utilized properly. Direct instruction, a tried-and-true technique of instruction, easily adapts to new modes
of use when paired with scripts. It aids in the development of instinctive memory abilities, serving as
reminders for kids to remember previously acquired knowledge.
The applications of technology are also available. It is impossible to overestimate today's
significance of technology that makes it easier for kids to acquire information and material. A wide range
of tools, such as calculators, note-taking or voice-recognition applications, screen reading software, and
digital organizers, are part of established technology. These are supplemented with contemporary
programs that provide kids the chance to learn independently as part of their regular educational
schedules. Applications are ideal for teachers to use as motivating technological tools to engage students
in independent practice of math, writing, reading, study skills, memory strategies, organization, and note-
taking or handwriting by enhancing speed, accuracy, automatic recall, and critical thinking abilities in a
fun and engaging way.

CONCLUSION
For this study, the researchers have formulated their conclusion. The researchers
rigorously analyzed the journal articles through the use of meta-synthesis on works that
were published from 2012 to 2022. While there are certain approaches which has worked
efficiently and effectively in teaching the learners with exceptionalities, there are still
those approaches and studies which were not able to keep up with its required standards
and practical applications. The lack of concentration and concern when it comes to
enhancing and addressing the learning mechanisms of special students must come to
everyone’s attention, especially the Special and Inclusive Educators. There is a clear need
for the mentioned approaches to be assessed and go through thorough evaluation before it
is implemented. Even during implementation, it should focus on strategizing different
applicable teaching and learning methods which will equip the students with learning
disabilities more. The study concludes extrapolating the perceived effectiveness, by
teachers and students, of various educational approaches and strategies in teaching
learners with developmental disabilities in an inclusive classroom. The persons of interest
for this endeavor should take these matters seriously.

ACKNOWLEDGEMENT/s
Ma’am Ethel Joy V. Sebastian, SNEd 1 Professor, MAEd

10

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

REFERENCES
Bourne, J. R., Harris, D. B., & Mayadas, F. (2005). Online Engineering Education: Learning

Anywhere, Anytime. Journal of Engineering Education, 94(1), 131–146.

https://doi.org/10.1002/j.2168-9830.2005.tb00834.x

Cook, B. G., & Schirmer, B. R. (2003). What Is Special About Special Education? Journal of

Special Education, 37(3), 200–205. https://doi.org/10.1177/00224669030370031001

deBettencourt, L. U. (1999). General Educators’ Attitudes Toward Students with Mild

Disabilities and Their Use of Instructional Strategies. Remedial and Special Education,

20(1), 27–35. https://doi.org/10.1177/074193259902000104

Detterman, D. K., & Thompson, L. A. (1997). What is so special about special education?

American Psychologist, 52(10), 1082–1090. https://doi.org/10.1037/0003-

066x.52.10.1082

Gagnon, J. E., & Maccini, P. (2001). Preparing Students with Disabilities for Algebra. Teaching

Exceptional Children, 34(1), 8–15. https://doi.org/10.1177/004005990103400101

Gerber, M. A. (2005). Teachers Are Still the Test. Journal of Learning Disabilities, 38(6), 516–

524. https://doi.org/10.1177/00222194050380060701

Gibson, S. (2012). Narrative accounts of university education: socio-cultural perspectives of

students with disabilities. Disability & Society, 27(3), 353–369.

https://doi.org/10.1080/09687599.2012.654987

Greer, D. L., Rowland, A., & Smith, S. C. (2014). Critical Considerations for Teaching Students

With Disabilities in Online Environments. Teaching Exceptional Children, 46(5), 79–91.

https://doi.org/10.1177/0040059914528105

11

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

Hassfurter, K. (2021, December 21). Education for children with disabilities - UNICEF DATA.

UNICEF DATA. https://www.googleadservices.com/pagead/aclk?

sa=L&ai=DChcSEwjsyPy-lsf-

AhXFd4sKHZBICusYABAAGgJ0bQ&ohost=www.google.com&cid=CAESa-

D2Z9bF9G79nWyTlGByIlXzuGpszUjN5YxJlqzxDMLoOpu8wEOPKTMw7rATp1vrE

Q_zu8DN2aPdKjesFr-

DTX1jbv1DD9Bi9PQB0eu_pLuXJS_cL_F17h_sRxPzDrMRrV2TGfS8TE7PCsai&sig=

AOD64_2cNRA6OPieI56k5A_xiYXwBU5rLA&q&adurl&ved=2ahUKEwj_8PW-lsf-

AhWYQ94KHSyfBpMQ0Qx6BAgHEAE

Hcsuper. (2020). 6 Strategies for Teaching Special Education Classes | Resilient Educator.

ResilientEducator.com. https://resilienteducator.com/classroom-resources/6-strategies-

for-teaching-special-education-classes/

Learning Disabilities -- Teaching Strategies. (n.d.).

https://www.ws.edu/student-services/disability/teaching/learning.shtm

Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special

Education, 30(1), 3–12. https://doi.org/10.1111/1467-8527.00275

Mastropieri, M. A., & Scruggs, T. E. (1992). Science for Students With Disabilities. Review of

Educational Research, 62(4), 377–411. https://doi.org/10.3102/00346543062004377

Picarddr. (2015, February 25). Teaching Students with Disabilities. Vanderbilt University.

https://cft.vanderbilt.edu/guides-sub-pages/disabilities/

Salend, S. J. (1998). Using an Activities-Based Approach to Teach Science to Students with

Disabilities. Intervention in School and Clinic, 34(2), 67–72.

https://doi.org/10.1177/105345129803400201

12

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

Snyder, H. R. (2019a). Literature review as a research methodology: An overview and

guidelines. Journal of Business Research, 104, 333–339.

https://doi.org/10.1016/j.jbusres.2019.07.039

Snyder, H. R. (2019b). Literature review as a research methodology: An overview and

guidelines. Journal of Business Research, 104, 333–339.

https://doi.org/10.1016/j.jbusres.2019.07.039

Special Education. (n.d.). Google Books. https://books.google.com.ph/books?

hl=en&lr=&id=V9tdDwAAQBAJ&oi=fnd&pg=PT9&dq=special+education&ots=Pk2IX

7AbVr&sig=5hQ0iK2Bx2KJGmvUV7mITOlXmGA&redir_esc=y#v=onepage&q=speci

al%20education&f=false

Staff, T. (2023). Teaching Students with Special Needs. TeacherVision.

https://www.teachervision.com/special-needs/teaching-students-special-needs

Successful Strategies for Teaching Students with Learning Disabilities – Learning Disabilities

Association of America. (n.d.). https://ldaamerica.org/info/successful-strategies-for-

teaching-students-with-learning-disabilities/

Systematic Review - Study Design 101. (n.d.).

https://himmelfarb.gwu.edu/tutorials/studydesign101/systematicreviews.cfm

Teaching Strategies for Students With Special Needs. (n.d.).

https://www.positiveaction.net/blog/teaching-special-education-strategies

Tenny, S. (2022, September 18). Qualitative Study. StatPearls - NCBI Bookshelf.

https://www.ncbi.nlm.nih.gov/books/NBK470395/#:~:text=Qualitative%20research

%20is%20a%20type,well%20as%20further%20investigate%20and

13

Sebastian, Tapadera, & Angeles

The Perceived Effectiveness of Various Educational Approaches and SNEd 1, Lesson 1, AY 2nd SEM 2022- 2023
Strategies in Teaching Learners with Developmental Disabilities in an
Inclusive Classroom

Wehmeyer, M. L., Agran, M., & Hughes, C. (1997). Teaching Self-Determination to Students

With Disabilities: Basic Skills for Successful Transition.

Writers, S. (2022, November 14). Teaching Students With Disabilities | Accredited Schools

Online. Accredited Schools Online. https://www.accreditedschoolsonline.org/education-

teaching-degree/teaching-students-with-disabilities/

Yell, M. L. (n.d.). The Law and Special Education. https://eric.ed.gov/?id=ED430336

Zigmond, N. (2003). Where Should Students with Disabilities Receive Special Education

Services? Journal of Special Education, 37(3), 193–199.

https://doi.org/10.1177/00224669030370030901

City College of Tagaytay. (2020). Seven Barriers to Inclusive

Education. https://www.studocu.com/ph/document/city-college-of-

tagaytay/foundation-of- special-and-inclusive-education/the-seven-barriers-to-

inclusive- education/21498081

Lathan, J., PhD. (2022, July 26). 4 Proven Inclusive Education Strategies for Educators

(Plus 6 Helpful Resources). University of San Diego Online Degrees.

https://onlinedegrees.sandiego.edu/inclusive-education-strategies/

Onukwufor, J., & Martins, U. (2017). CHALLENGES OF IMPLEMENTING INCLUSIVE

14

Sebastian, Tapadera, & Angeles