Adaptive Behavior Of Disabled Students With And Without Learning In Inclusive Education

Abstract

The current study aims to investigate the differences between children with and without learning disabilities in terms of adaptive behavior. The in-depth body of this study assessed the outcomes of include special needs students who also had learning difficulties. Effects of collaborative team teaching on the growth of learners having learning disabilities have been studied. Practices in inclusive settings incline to produce effective results for this unique group of children.

Method: In an inclusive environment with the support of a special teacher, an experimental study was completed with two groups that included and excluded learning difficulties. Throughout the course of forty days, the adaptive behavior of experimental and control groups was paralleled. children in the experimental group, those with and without learning difficulties, make greater educational improvements in the English subject. t.test was used to assess the data.

To summarize this research Primary grade student were taken with learning difficulties that require broad support and can benefit from collaborative team teaching (CTT) in an inclusive setting. Parents are advised to create a effective environment for their children and form friendly interactions. The formation of a curriculum that works well in inclusive settings should be prioritized.