📄 Abstract
The study aimed to identify best practices in effective special education programs in mainstream school settings within the Division of Pampanga to improve the learning outcomes of students with disabilities during the School Year 2025-2026. The researcher used a descriptive-quantitative research design, employing a questionnaire for SPED teacher-respondents selected through total enumeration. Descriptive statistics were used to characterize the respondents' profiles, identify best practices in special education programs, and assess learning outcomes, while inferential analyses were used to determine significant differences, relationships, and predictors of learning outcomes. The findings revealed that the special education teacher-respondents are mostly aged 36–40 years old, with the majority having Master's degrees, 11 to 13 years of teaching experience, and 6 to 15 training/seminars attended related to special education. There is strong positive agreement that Individualized Education Plans (IEPs), differentiated instruction, collaboration between educators, assistive technology, and peer support are the best practices consistently implemented in mainstream school settings. There is also a strong positive agreement that students with disabilities are showing encouraging learning results. A moderate positive relationship (r = 0.420) was found between best practices and learning outcomes. Collaboration among educators (β=-0.358, p=0.007), assistive technology (β=0.484, p=0.001), and peer support (β=0.372, p=0.007) significantly predict learning outcomes.
🏷️ Keywords
📚 How to Cite:
Camille C. Diomampo, Melinda F. Marquez, PhD, PDP-TQM , BEST PRACTICES OF EFFECTIVE SPECIAL EDUCATION PROGRAMS IN MAINSTREAM SCHOOL SETTINGS FOR IMPROVING LEARNING OUTCOMES OF STUDENTS WITH DISABILITY , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 774 - 782 ,