The Role of Support Systems in Enhancing Academic Achievement in Special Education

Abstract

This study utilized a descriptive-correlational design to investigate the relationship between the extent of peer, teacher, and school support systems and learners’ academic performance in special education. Data were gathered from teachers regarding their demographics, training, and the dimensions of support provided. Findings revealed that while peer and teacher support systems were highly rated for fostering collaboration, motivation, and emotional well-being, school support received lower ratings due to resource challenges. Learners demonstrated "Very Satisfactory" performance in English, Mathematics, and Science. However, statistical analyses showed no significant relationship between the support systems and academic performance in these subjects, suggesting other factors may influence outcomes. Recommendations include enhancing resource provision, strengthening peer support programs, offering continuous teacher training, and fostering stakeholder collaboration. Additionally, action research is recommended to identify effective strategies and interventions for improving academic performance and support systems in inclusive education settings.