Social Integration Challenges of Learners with Learning Needs

This study determined the social integration challenges of learners with learning needs in elementary schools in the Tagalog-speaking towns of Camarines Norte, Philippines. Employing a quantitative descriptive-correlational design, data were gathered through total enumeration sampling from 105 of the 115 receiving teachers comprising the population, using an adapted and expert-validated four-point Likert-scale questionnaire (overall α = .934). Weighted mean and Pearson product-moment correlation were used to analyze the data. The level of social integration was high in terms of peer interaction (3.25), observational learning (3.10), and participation in the school environment (2.97). Teacher support and inclusive school climate were strongly evident (both 3.63), as was peer modeling (3.28), while family involvement was moderately evident (3.23). Peer modeling registered the strongest significant relationship with all three dimensions of social integration (r = .607, .563, and .723; p < .01), while inclusive school climate was not significantly related to observational learning (r = .135) or to participation in the school environment (r = .188). The null hypothesis was therefore rejected for the ten factor–dimension pairings that reached significance and retained for the two involving inclusive school climate. Moderate challenges were encountered in relation to peer modeling (2.75), teacher support (2.78), family involvement (2.93), and inclusive school climate (2.66). The findings indicate that social integration is driven less by the physical and policy features of the school than by the quality of modeled peer behavior and mediating adult support. On this basis, the SPED-to-Classroom Bridging Conference (SBC) was proposed as a structured turnover and capacity-building session for receiving teachers.

social integration, learners with learning needs, inclusive education, peer modeling, receiving teachers

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