ISSN: 2945-4190 Torres et al. (2024). Inclusive Education: Addressing Diverse Needs in the Special Education Classroom. Copyright (c) 2024. Author (s). This is an open term of Creative Commons Attribution License (CC BY). www.wjehr.com Copyright: © 2024 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) license(https://creativecommons.org/licens es/by/4.0/). World Journal on Education and Humanities Research Creative Commons Attribution 4.0 International Vol. 4, Issue 2, pp. 256-265 Received, May2024; Revised May-June 2024; Accepted July 2024 Article Inclusive Education: Addressing Diverse Needs in The Special Education Classroom Val Llegunas Torres Lilibeth Pinili Randy Mangubat Corresponding Author: valtorres@gmail.com Abstract: This study explores the relationship between inclusive classroom behaviors and academic performance, focusing on issues like disruptive behaviors, lack of engagement, transition difficulties, communication barriers, and social-emotional challenges. Despite these moderate to above-moderate behavioral challenges, the study finds no significant impact on the academic performance of learners in subjects such as English, Health, and ESP. The consistently "Very Satisfactory" grades across these subjects suggest a resilience among students, allowing them to maintain high academic standards in spite of behavioral difficulties. This indicates a potential disconnect between classroom behavioral issues and academic success, suggesting that current educational strategies and interventions may be effectively supporting academic performance regardless of these challenges. The study highlights the importance of continuing and possibly enhancing these educational practices to support both academic achievement and positive classroom behavior, providing valuable insights for educators and policymakers in fostering a supportive and effective learning environment for all students. Keywords: Inclusive classroom behaviors, academic performance, behavioral challenges, classroom engagement Introduction Special education is a multifaceted field within education that is dedicated to providing tailored support and services to students with a wide range of disabilities, exceptionalities, or learning challenges. Cameron et al. (2022) emphasized that in the special education environment students may require additional assistance and accommodations to access the curriculum, participate fully in classroom activities, and achieve their academic, social, and emotional potential. For instance, Gierczyk and Hornby (2021) empirical findings