Abstract
This quantitative study looked at how elementary school teachers in Parang North District manage classrooms that include differently abled learners. It focused on two areas of strategy, behavioral management and classroom environment and organization, and also examined the challenges teachers face and the interventions that could strengthen their practice. A descriptive research design was used. Eleven teachers with experience in teaching differently abled learners were chosen through purposive sampling and answered a researcher-made survey questionnaire, and their responses were analyzed using the weighted mean. Teachers strongly agreed that they use behavioral management strategies (general mean = 3.70) and agreed that they apply classroom environment and organization strategies (general mean = 3.49), with celebrating pupils’ achievements receiving the highest rating. They also agreed that they meet challenges in their classrooms (general mean = 2.65), mostly communication barriers, mixed-ability groups, and limited resources and training, and agreed that interventions such as peer learning, collaboration, and alternative materials can improve their practice (general mean = 3.16). The study concludes that teachers manage inclusive classrooms well in their day-to-day work, but they still need continuous training, adequate resources, and stronger support so that every learner is included.
Keywords: Classroom Management, Differently Abled Learners, Behavioral Management, Classroom Organization, Inclusive Education
DOI https://zenodo.org/records/23794045
