Homebound Instruction and Interpersonal Behavior of Learners with Special Educational Needs (Lsens)

Mechelle J. Tubao, MAT-SocStud and Nancy B. Espacio
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Mechelle J. Tubao: Teacher II, General Santos City SPED Integrated School, General Santos City, South Cotabato, Philippines
MAT-SocStud: Teacher II, General Santos City SPED Integrated School, General Santos City, South Cotabato, Philippines
Nancy B. Espacio: Professor IV, Sultan Kudarat State University, Tacurong City, Sultan Kudarat, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1255-1288

Abstract: In the past, homebound instruction was just for special needs students whose physical limitations kept them from school. This included young children, students with illnesses, and those who were physically fragile. But the program has grown to include many other situations and students. Now it can help students on school breaks, those facing suspension or expulsion, or even those waiting for a better learning environment, or those who just struggle in a traditional classroom setting. The study generally aimed to describe homebound instruction and interpersonal behavior of learners with special educational needs (LSENs) of General Santos City SPED Integrated School for School Year 2023-2024. Descriptive quantitative research was employed using self-made, adapted and modified survey questionnaire. The statistical tool utilized in the study were mean and Pearson-r. Based from the result of the study, the following conclusions were drawn: The teachers always considered instructional environment and educators believed that a well-structured and supportive instructional environment is critical for homebound instruction. Moreover, social-emotional climate is always practiced, and the findings signify strong consensus among the educators surveyed that these are all important practices in fostering a positive social-emotional climate in homebound instruction. The special education students sometimes manifest aggressive, assertive, and non-assertive behavior before homebound instruction, while after homebound instruction, special education students seldom manifest aggressive, assertive, and non-assertive behavior. Therefore, homebound instruction significantly reduced the aggressive, assertive, and non-assertive behavior of learners with special educational needs (LSENs). Hence, it is an effective intervention in improving the interpersonal behavior of students. Also, a supportive and conducive instructional environment may contribute to better outcomes for interpersonal behavior of special education students, potentially through enhanced engagement, motivation, and learning experiences. Hence, a nurturing climate can promote emotional well-being, interpersonal relationships, and ultimately, academic success.

Date: 2025
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