Improving Learning Outcomes for Children with Disabilities Using Educational Management Techniques

Abstract

This study discusses how educational management methods can enhance learning outcomes of children with disabilities in inclusive education programs. Although the world has made commitments to equal education, disabled children still experience restrictions in form of poor resources, untrained teachers and few institutions. The study has quantitative approach whereby it will employ 150 respondents who include teachers, special educators, administrators and parents. To study relationships between variables, SPSS statistical analysis, such as reliability, descriptive, correlation and regression analysis, was performed. The results demonstrate that the educational management practices are strongly connected to the learning outcomes and inclusive teaching practices are the most influential, followed by teacher training, educational management, and assistive technology. The regression model exhibits a high degree of explanatory power, which implies that all these factors increase academic performance, participation, and social development. Lack of adequate training and gaps in infrastructure are some of the challenges noted by the study. In general, the study indicates that successful inclusive education requires the efficient organization, teacher training, and the use of assistive technologies. The results offer some practical advice to policymakers and education systems to enhance inclusive education and learning among children with disabilities.