Universal Journal of Educational Research

ISSN: 2960-3714 (Print) 

ISSN: 2960-3722 (Online)

Mainstreaming Learners with Special Needs in a Regular Classroom: A Scoping Review

Kevin R. Sumayang 

Visayas State University, Baybay City, Leyte, Philippines 

Kaycee Celendron 

Mindanao Institute, Cabadbaran City, Agusan del Norte, Philippines

Neil P. Declaro 

St. Vincent Learning Center, Baybay City, Leyte, Philippines 

Deodato L. Flandez Jr.  

Monterico Elementary School, Baybay City, Leyte, Philippines 



This study aims to generate thorough and comprehensive review of the teacher’s perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers’ attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O’Malley’s (2005) systematically analyzed the data of the different articles conducted by various scholars. Through scrupulous and through selection of related studies, 10 articles were included in the review from 6 different countries across the globe. The articles included were conducted from 6 countries and various databases. The study highlighted that: 1) teachers have positive and negative attitudes towards mainstreaming, 2) teachers experienced various challenges in handling a mainstream classroom, and 3) learner-centered approach to learning is used in the classroom. Mainstreaming LSENs in a regular classroom has pros and cons among teachers, regular students, and the LSENs themselves. Hence, a daunting responsibility for the teachers. Nevertheless, it is imperative to support teachers by giving seminars and training, especially to those non-special education majors, to be fully equipped to handle mainstreamed classrooms.

KEYWORDS: mainstreaming, inclusive education, LSEN or learners with special needs, regular classroom   


Sumayang, K. R., Celendron, K., Declaro, N. P., & Flandez, D. L. (2022). Mainstreaming Learners with Special Needs in a Regular Classroom: A Scoping Review. Universal Journal of Educational Research, 1(3), 106-114. 


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