Date of Publication

3-2025

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Early Childhood Education

Subject Categories

Disability and Equity in Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Frances Kristine Villegas Canon

Defense Panel Chair

Anne Marie R. Ramos

Defense Panel Member

Jasper Vincent Q. Alontaga
Ma. Carolina G. de Ocampo

Abstract/Summary

This study explored the classroom interactions of preschool children with and without disabilities in inclusive settings in Pampanga. The research investigated how these interactions influenced the development of social-emotional learning skills and competencies, focusing on children aged 3 to 5 years enrolled in three private preschools. The study aimed to determine the impact and gains from inclusive classrooms for children with and without disabilities, raise awareness about the need for educator support, and inform policy improvements regarding inclusive practices in the Pampanga region. It examined teacher practices, classroom environments, and individual student differences to understand their impact on interactions and social-emotional learning development.

The study utilized Creswell's case study methodology, which enabled the collection of data that consisted of anecdotal records of observed interactions between teachers and children over three months, online survey questionnaires, and a pre-test and post-test checklist from the CASEL Social Emotional Framework. This framework established a baseline of the children's self-awareness, self-management, social awareness, relationship skills, and decision-making skills. The data were analyzed through descriptive and thematic analysis as well as triangulation techniques. The results revealed two key factors: the profile of teachers and their approaches and the role of the classroom environment in facilitating inclusive interactions, with sub-themes encompassing both the physical and social environments. The researcher identified key themes describing how interactions occurred, namely social engagement, teacher support and facilitation, and peer interactions, all of which were supplemented by the sociograms. Additionally, the development of SEL competencies indicated that both children with and without disabilities acquired numerous competencies, particularly in self-awareness and social awareness, within the inclusive classroom setting. The findings contributed to a deeper understanding of inclusive education in the Pampanga context and offered insights for enhancing SEL development in preschool children. The study concluded that while children without disabilities might have had a firmer grasp of social-emotional skills at the outset, children with disabilities were able to make significant gains in these areas when given the opportunity to interact and learn within an inclusive classroom environment.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Inclusive education—Philippines; Preschool children—Philippines; Children with disabilities—Education (Preschool)—Philippines; Social interaction in children—Philippines

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Embargo Period

4-14-2026

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Available for download on Tuesday, April 14, 2026

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