The Observed Influence of Talent Showcases on the Confidence and Self-Esteem of Special Needs Education Learners at Antipolo City SPED Center
DOI:
https://doi.org/10.67903/ijroms0400Keywords:
confidence, inclusive education, self-esteem, special needs education, talent showcaseAbstract
This descriptive mixed-methods study was conducted at Antipolo City SPED Center, Division of Antipolo City, to examine the observed influence of quarterly talent showcases on the confidence and self-esteem of Special Needs Education (SNEd) learners. Data were gathered after four successive showcases over one school year. Twenty-seven teachers systematically observed and rated 27 learners across three domains: confidence and self-esteem, skills development, and academic and social participation. Quantitative results yielded an overall weighted mean of 4.45 (Excellent) for confidence and self-esteem and 4.69 (Excellent) for skills development, with the strongest gains noted in artistic expression, nonverbal communication, and stage performance. Areas requiring continued support included dance, vocal performance, and verbal interaction. Qualitative insights from focus group discussions and interviews revealed observable improvements in fine motor control, attention span, motivation, peer interaction, and sense of belonging. While findings reflect perceptions within this single site and cannot establish definitive causal relationships, the study concludes that talent showcases serve as valuable strengths-based platforms that appear to nurture confidence, celebrate ability, and support holistic development. Based on these observed outcomes, recommendations include sustained implementation of quarterly showcases, targeted skill support in movement and verbal expression, and ongoing program monitoring to better understand long-term influence.
References
Ajoc, S. (2019). Self-esteem and strengths-based recognition among learners with special educational needs. Philippine Journal of Special Education, 12(1), 45–58.
Buragohain, [initials]. (2026). The role of dance in supporting social inclusion and skill development for children experiencing complex needs. Support for Learning. https://doi.org/10.1111/1467-9604.70038
Crisol, E., & Campos, M. (2025). Self-concept and academic performance in inclusive settings: A longitudinal study. SAGE Open, 15(2). https://doi.org/10.1177/21582440251324567
Department of Education. (2017, May 12). DepEd Order No. 18, s. 2017: Policy guidelines on quality basic education for all. https://www.deped.gov.ph/2017/05/12/do-18-s-2017/
Department of Education. (2019, June 3). DepEd Order No. 21, s. 2019: Policy guidelines on the K to 12 basic education program learning competencies and life skills. https://www.deped.gov.ph/2019/06/03/do-21-s-2019/
Department of Education. (2021, November 2). DepEd Order No. 44, s. 2021: Policy guidelines on educational programs and services for learners with disabilities in the K to 12 basic education program. https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/
Duchesne, S., et al. (2023). Creating inclusive schools for autistic students: A scoping review. Education Sciences, 13(7), Article 709. https://www.mdpi.com/2227-7102/13/7/709
Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 303–329. https://eric.ed.gov/?id=EJ625317
Glabog, D., et al. (2026). Evaluating the implementation of inclusive education policies in Cebu elementary schools. Philippine E-Journals of Education, 18(1), 78–95.
Gray, L. (2019). Positive reinforcement and strengths celebration as foundations of self-esteem among learners with disabilities. Journal of Educational Psychology, 111(5), 874–891. https://doi.org/10.1037/edu0000345
Hong, S. H. (2017). A study on the effects of physical activity expression activity on self-expression ability and self-esteem of students with intellectual disabilities. Korean Journal of Arts Education, 15(1), 127–140.
Hulinganga, R. (2024). Learner agency, self-expression, and positive self-image among SNEd learners. International Journal of Special Education, 39(2), 112–125.
Humphrey, N., et al. (2021). Social-emotional learning interventions for students with special educational needs: A systematic review. Frontiers in Education, 6, Article 754219. https://doi.org/10.3389/feduc.2021.754219
Jang, S. M. (2020). The impacts of self-expression on the self-efficacy of intellectually disabled children who participated in an art integration movement program. Exercise Science, 29(2), 188–194. https://doi.org/10.15857/ksep.2020.29.2.188
Jang, S.-M. (2020). The impacts of self-expression on the self-efficacy of intellectually disabled children who participated in a art integration movement program. Exercise Science, 29(2), 188–194. https://doi.org/10.15857/ksep.2020.29.2.188
Kallitsoglou, A., Towell, P., & Morgül, E. (2026). Effects of a school-based creative dance workshop on the self-esteem and school wellbeing in children with SEND. Pastoral Care in Education. https://doi.org/10.1080/02643944.2026.2694592
Kettler, R. J. (2015). Hidden potential and talent development in students with disabilities. Journal for the Education of the Gifted, 38(4), 429–452. https://doi.org/10.1177/0162353215601137
Macazo, M., & Esquilona, F. (2024). Uncovering hidden abilities: The role of performance opportunities among learners with disabilities. Philippine Journal of Educational Research, 47(1), 56–71.
Maker, J., & Bahar, K. (2020). Self-expression, agency, and well-being: Outcomes of performance-based activities for learners with disabilities. International Journal of Disability, Development and Education, 67(4), 412–430. https://doi.org/10.1080/1034912X.2019.1698765
Mason, C. Y., Steedly, K. M., & Thormann, M. S. (2008). Impact of arts integration on voice, choice, and access. Teacher Education and Special Education, 31(1), 36–46. https://doi.org/10.1177/088840640803100104
Mason, C. Y., Steedly, K. M., & Thormann, M. S. (2008). Impact of arts integration on voice, choice, and access. Teacher Education and Special Education, 31(1), 36–46. https://doi.org/10.1177/088840640803100104
National Federation of the Blind. (2013). Self-efficacy beliefs and academic achievement among students with visual impairment. Journal of Visual Impairment & Blindness, 107(4), 281–293. https://doi.org/10.1177/0145482X1310700404
Pfeiffer, S. I. (2010). Talent development and gifted education: Contemporary issues and concerns. Roeper Review, 32(1), 7–16. https://doi.org/10.1080/02783190903447532
Raguindin, A., et al. (2021). Engaging, affirming, nurturing inclusive environment (EANIE) theory: A framework for Philippine SPED settings. International Journal of Research Studies in Education, 10(6), 131–143.
Republic Act No. 10173. (2012, August 15). Data Privacy Act of 2012. National Privacy Commission. https://privacy.gov.ph/data-privacy-act/
Warwick, I., & Speakman, M. (2012). Self-expression and empowerment in inclusive education. British Journal of Special Education, 39(3), 109–117. https://doi.org/10.1111/j.1467-8578.2012.00642.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
