"HOW INCLUSIVE EDUCATION SHAPES SELF-AWARENESS: A QUALITATIVE STUDY OF ADOLESCENTS WITH DISABILITIES AND THEIR TEACHERS"

Abstract

This research investigates the educational conditions necessary to enhance self-awareness among teenagers with disabilities in inclusive learning settings. Through a mixed-methods approach, the study examines how specific teaching styles and inclusive classroom environments contribute to the development of self-awareness. Data were gathered from 150 students with disabilities, 30 educators, and 10 school administrators using surveys, interviews, and classroom observations conducted in three inclusive educational institutions. The findings underscore the significance of educational practices such as self-assessment, individualized support, and collaborative learning in fostering self-awareness. An inclusive classroom environment, marked by strong teacher-student relationships and peer support, proved to be essential. Notable differences emerged among students based on gender, type of disability, and grade level. Female students demonstrated a greater ability to recognize and express emotions compared to their male counterparts, while male students exhibited stronger motivation in setting and achieving personal goals. Students with motor disabilities reported feeling more valued, while those with hearing disabilities excelled in expressing emotions better than students with visual disabilities. Additionally, students with psychological and social disabilities benefited significantly from the supportive environment, reporting greater acceptance and emotional understanding. Grade level also played a role, as Third Intermediate Grade students excelled in goal setting, while First intermediate graders showed the most improvement in self-concept and personal comfort. Regardless of demographic differences, a supportive classroom environment emerged as a critical factor in enhancing self-awareness. Guided and individualized activities were especially effective in helping students with visual and psychological disabilities better understand their emotions. These findings highlight the importance of equipping educators with the skills needed to implement inclusive teaching practices that encourage self-reflection and emotional growth. The study recommends introducing teacher training programs, designing flexible self-awareness activities, and fostering collaborative learning environments to support diverse student needs.