Mainstreaming Strategies, Outcomes, and Interventions for Students with Special Educational Needs (SEN)
DOI:
https://doi.org/10.54536/ajet.v4i4.5811Keywords:
Interventions, Learners with Special Educational Needs, Mainstreaming Strategies, Outcomes, Phenomenological InquiryAbstract
This study explored the mainstreaming strategies, outcomes, and interventions in education for students with special educational needs (SEN) in certain Public Schools, Prince George's County, Maryland, United States of America (USA) during school year 2023-2024. This research had used qualitative phenomenological design. There were 15 participants (10 general education and 5 special education teachers) selected through purposive sampling technique who were interviewed using the researcher-made semi-structured questionnaire that contained five (5) open-ended questions, in English language, about the teacher participants perceptions of their collaboration in mainstreaming strategies, outcomes, and interventions in education for students with special educational needs (SEN). Data gathered were subjected to thematic analysis. The participants identified the following primary mainstreaming strategies for learners with special needs: (1) Collaborative Teaching Approaches, (2) Individualized Instruction Plans, (3) Use of Assistive Technologies, and (4) Peer Support Systems. These strategies were seen to result in: (1) Improved Academic Performance, (2) Enhanced Social Integration and Peer Relationships, and (3) Greater Self-Confidence and Independence. Key challenges in implementation included: (1) Insufficient Resources and Support, (2) Lack of Professional Development, and (3) Collaboration and Communication Barriers. Suggested interventions were: (1) Increased Resource Allocation, (2) Enhanced Professional Development, and (3) Structured Collaborative Planning. Parental involvement was also emphasized through: (1) Enhanced Communication and Collaboration, (2) Reinforcement of Educational Practices at Home, and (3) Social and Emotional Support. It is concluded that collaboration among educators, parents, and support systems is crucial for fostering an environment in which SEN learners can excel academically and socially.
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