Utilization of Scaffolding Strategies in Enhancing Academic Success for Students with Learning Disabilities in Inclusive Classroom: Basis for Strategic Plan

The study aimed to assess the utilization of scaffolding strategies in enhancing academic success for students with learning disabilities in inclusive classrooms in selected public secondary schools during the school year 2024-2025 basis for strategic plan. The respondents of the study were thirty (30) teachers in selected public secondary schools in Bulacan, Philippines. The respondents assessed the extent of utilization of scaffolding strategies in enhancing academic success for students with learning disabilities in inclusive classrooms in terms of student engagement, students’ skill development, students’ self-efficacy and confidence, and teacher implementation fidelity. The findings revealed that the most common scaffolding tools used by educators to improve the academic performance of children with learning disabilities in inclusive classrooms are guided practice, visual aids, questioning strategies, and prompting and cueing. Also, the performance of students with disabilities significantly improves before and after the implementation of scaffolding strategies to enhance academic success. Moreso, a notable disparity exists in the performance levels of students with disabilities prior to and following the use of scaffolding tactics aimed at improving academic success for students with learning difficulties in inclusive classrooms. In addition, scaffolding tactics are consistently utilized to improve academic achievement for students with learning disabilities in inclusive classrooms, focusing on student engagement, skill development, self-efficacy, confidence, and teacher implementation fidelity. Further, a notable association exists between the use of scaffolding tactics to improve academic success in inclusive classrooms and the performance levels of students with disabilities, as indicated by posttest results. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may tailor scaffolding methods to meet diverse student needs by using visual aids, hands-on activities, and verbal prompts to ensure all learners access the content effectively. Teachers may create an inclusive space where students feel comfortable asking questions and seeking help, encouraging collaborative learning and peer support. Teachers may demonstrate tasks step-by-step and clarify objectives to help students understand what is expected, fostering independence over time. School Administrators may offer ongoing training for teachers on effective scaffolding techniques and inclusive practices to ensure they are equipped with current strategies. School administrators may provide access to tools such as speech-to-text software, audiobooks, and visual organizers that support scaffolding and accommodate various learning needs.