The Role of Inclusive Education in Enhancing Self-Esteem and Social Interaction among Students with Disabilities

Abstract

This study investigates the psychosocial well-being of learners with special educational needs (LSENs) within inclusive educational settings. Specifically, it examines self-esteem, social connectedness, and emotional regulation. Using a descriptive-correlational design, the research involved LSENs across various demographic profiles, and data were collected through a structured questionnaire. Results indicate that LSENs generally experience high levels of self-esteem, social connectedness, and emotional regulation, with aggregate weighted means of 2.66, 2.77, and 2.60, respectively. These findings suggest that inclusive environments positively impact LSENs’ self-perception, peer relationships, and emotional management. Despite these positive outcomes, demographic factors such as age, gender, grade level, parent’s occupation, number of siblings, and type of disability did not show significant relationships with psychosocial well-being. The study highlights the crucial role of inclusive education in enhancing various aspects of LSENs' psychosocial development, emphasizing that supportive and accepting classroom environments are more influential than individual demographic variables. Future research should explore the long-term effects of inclusive practices and investigate specific components of inclusivity that contribute to psychosocial well-being.

Keywords: Learners with Special Educational Needs (LSENs), Inclusive Education, Psychosocial Well-being, Self-Esteem