Integrated Language and Visual Arts Instruction: Fostering a Sense of Community in Students with Special Educational Needs

This study examined the association between integrated language and visual arts instruction and students’ reported sense of community in inclusive mainstream classroom settings involving students with special educational needs (SEN). A one-group pre-test-post-test design examined differences in students’ sense of community following the intervention. Forty-five students aged 18–20 with SEN participated. Participants were recruited from several public schools in the Central Visayas region of the Philippines implementing inclusive education programmes where students with SEN are mainstreamed into regular classes. The participants engaged in structured activities integrating artistic expression with language-based interactions. The Classroom Sense of Community Scale was adapted and validated through a pilot study prior to use. The scale was administered before and after the intervention. A paired-samples t-test showed a statistically significant difference between pre-test scores (M = 2.45, SD = 0.50) and post-test scores (M = 3.35, SD = 0.55), t(44) = 8.18, p < .001, Cohen’s d = 1.22. These findings suggest a possible association between integrated language and visual arts instruction and students’ reported sense of community. However, the design limits causal interpretation, and findings may not generalise beyond similar inclusive contexts in the Philippines. Future research using controlled longitudinal designs is recommended.