Social Skills Development in Inclusive Classrooms: Teachers’ Approaches and Adaptations

The purpose of this study is to find out how teachers develop and optimize directed strategies to promote social skills among students in inclusive class settings. The study employed a quantitative and descriptive research design, selecting data from 430 general and specialized education teachers through simple random sampling. A self-developed, literature-informed questionnaire serves as the primary data collection tool, with both the online and physical distribution methods used to maximize participation. Expert reviews, pilot tests, and Cronbach's alpha analysis ensured the validity and reliability of the study. We used SPSS to analyze both descriptive and inferential data. Conclusions have shown that teachers apply strategies such as group activities, work modifications, colleagues, and the integration of social goals in the text plan. We noted significant differences based on the field of designation, merit, experience, age, and posting. The conclusion of the study is that while inclusive social practices are actively employed, increasing their effectiveness requires continuous business growth and reference-specific support. The recommendations include training, justified resource allocation, and inter-teacher cooperation.