COMPARATIVE ACHIEVEMENTS OF STUDENTS IN MATHS AND ENGLISH IN AN INCLUSIVE EDUCATION CLASSROOM SETTING

Abstract

The research titled, the comparative achievements of students in Math & English in an inclusive education classroom setting, sought to evaluate the students’ academic standing taught using total communication technique in inclusive education classroom and to examine the efficacy of teaching students with and without disabilities. An ABA single-subject experimental design was employed for current investigation. The population comprised students from special education institutions in Swat, including those with hearing, visual, and physical disabilities, as well as general education. Nine tests were created for study, the first three of which were administered to students before the treatment to gauge current level of knowledge as taught by their individual association. During experimental phase, three tests were carried out. Further assessments were administered as post-intervention tests following intervention 03. The academic performance of children with hearing impairments would be significantly impacted by the use of the total communication technique when teaching English and mathematics in an inclusive classroom. The results of the tests conducted before, during, and after the manipulation indicated that null hypotheses would be rejected. As a result, the total communication strategy was used to teach both English and mathematics in an inclusive educational setting, with the significant impact and more learning outcomes in English than in Mathematics.