Universal Journal of Educational Research

ISSN: 2960-3714 (Print) / 2960-3722 (Online)

Publisher: Saint Joseph College

Publication Format: Online

Frequency: 4 issues per year (March, June, September, December)

Language: English

Established: 2022

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

ABSTRACT

PAST ISSUES

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

SUGGESTED CITATION:

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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