Introduction
Each child has a right to education. Each is entitled to equal opportunity and quality education in school regardless of their abilities. School is an avenue for developing both academic and positive social interaction with peers. However, Learners with Special Education Needs (LSEN) find it difficult to adapt and conform to the group behaviors required in school. This study explored on the how mainstreaming in a general education class enhances the social behavior of learners with special education needs.
This study made use of the descriptive method of research. Thirty (30) Kinder to Grade Six teachers who have experienced handling learners with special education needs included in a regular class responded to the questionnaires. Data were collected and underwent quantitative analysis.
Results and Discussions
The study concluded that (1) Most of the Learners with Special Education Needs (LSEN) under inclusion are male. Most of them are already teenagers from 13 years old above and mainstreamed in the intermediate level. With respect to the nature of disability, majority of them belonged to the group with Intellectual Disability (ID). (2) Learners are properly introduced to the class and their conditions are well- explained to their peers so as to avoid peer rejection. (3) Learners follow rules and regulations inside the classroom. However, they are less participative in classroom group activities. (4) Peers support learners with disabilities during school activities. However, they still have minimum participation in school programs and activities.
The following recommendations were offered by the researcher such as (1) 1.Learners with special education needs should be treated with utmost love and care regardless of their age, gender and nature of disability. Pupils should also be highly encouraged to do this so as to avoid cases of bullying. (2) Teachers should maintain an inclusive classroom setting with a positive social atmosphere. (3) Teachers should consider the abilities of learners with special education needs in giving classroom activities such as activities where they can practice their social skills. Learners with special education needs should be encouraged to take part in school activities to further enhance their socialization skills.( 4) The implementation of an in-service training on how to handle learners with special education needs mainstreamed in a regular class and how to further develop their socialization skills is hereby recommended.
Keywords: social behavior, inclusive, mainstream, special education