Impact of Social Interaction on the Physiological Development of the Special Needs Education (SNED) Learners in the Division of Calamaba City

Social interaction plays a dynamic role in fostering emotional intelligence, interpersonal skills, and collaborative learning, while physiological development including motor skills, brain function, and sensory integration forms the foundation for cognitive growth and academic achievement. The interaction of these areas is especially important for students in Special Needs Education (SNED), since it has a direct impact on their ability to grow holistically and be included. This study looked at how social contact affected the physiological growth of SNED students in Calamba City, Laguna's Schools Division. It specifically aimed to ascertain the type and degree of associations between important markers of physiological development and social interaction features. A design that combined descriptive, developmental, and evaluative elements was used in a mixed-method approach. Participants comprised 137 students with SNED diagnoses who were monitored by 18 Sped Teacher I-III who were specifically chosen from two SPED schools. To ascertain the predictive impact of peer connections, social skills, and group activities on physiological development, regression analysis was used. Peer relationships were shown to be the most powerful positive predictor of physiological development (β = 0.71; sr² = 0.116), highlighting the importance of supportive networks in fostering motor and physical development. On the other hand, there was a strong negative connection between social skills and activity-based environments (β = -0.559; sr² = 0.093), indicating the necessity for integrated therapies that incorporate social competence. engagement in group activities had little predictive value (β = -0.032), suggesting that unstructured group engagement is not enough to promote growth on its own. The study showed that developing peer interactions in inclusive, organized contexts can have a major impact on SNED learners’ physiological results. The suggested De Guzman Multi-Dimensional Paradigm for SNED Learners promotes inclusive education by combining multi-factored assessment with responsive pedagogy, providing a framework for policy, curriculum, and teacher training.