Teachers’ perspectives on behavior management in community-based special needs classrooms: integrating social learning theory and Islamic pedagogy

Wan Zulwani, Wan Nur Ain and Azhari, Nur Anis Azmina and Kamarulzaman, Wirawani (2026) Teachers’ perspectives on behavior management in community-based special needs classrooms: integrating social learning theory and Islamic pedagogy. International Journal of Advanced Research in Education and Society, 8 (5). pp. 1048-1062. E-ISSN 2682-8138

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Abstract

The behaviour of students with high support needs can be effectively managed. It is necessary in external settings that may need adjusted instructional approaches, emotional regulation, and structured support. While Social Learning Theory (SLT) explains the development of behaviour through observation, modelling, and reinforcement, principles of Islamic pedagogy stress that development must also include moral, emotional, and spiritual development through a practice of compassion and gentle guidance (tarbiyyah) and role modelling (uswah). Despite this, research into how these viewpoints are integrated in CBR classrooms is limited. A qualitative case study of teachers’ perspectives of behaviour management practices in a CBR centre in Gombak, Malaysia. The research findings garnered through classroom non-participative observations, semi-structured interviews, and document analysis of the Daily Lesson Plans (RPH) and Individualised Education Plans (RPI) (which were carried out on three teachers), were analysed using Braun and Clarke’s (2006) Systematic Thematic Analysis of Data. The themes that emerged consisted of adaptive co-regulation through differentiated scaffolding, structured predictability as emotional regulation, multisensory mediation as instructional scaffolding, spiritual reinforcement as motivational regulation, and compassion-based crisis management and emotional regulation. The results indicated that behaviour management commenced before the onset of disruption, and more than just controlling disruptive behaviour. In fact, it is a multi-faceted process that includes emotional support and instructive organisation; coordination of set routines; administration of behavioural expectations; and building teacher-student relationships. In daily classroom practice, the teachers consistently adapted their strategies to meet the behavioural, emotive and communicative needs of students and integrated the Islamic values of Qudwah, Tadarruj, Ta’dib, Targhib, Rahmah, and Sabr. The outcomes of this research imply that the behaviour management of autistic students with high support needs can be usefully understood as a process of adaptive co-regulation based on observational learning modulated by compassionate Islamic pedagogy. The inclusive design assumption contributed to special education literature, Islamic educational psychology and community-based rehabilitation.

Item Type:	Article (Journal)
Uncontrolled Keywords:	autism spectrum disorder, social learning theory, Islamic pedagogy, behavior management, special education
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1705 Education and training of teachers L Education > LC Special aspects of education > LC1390 Education of special classes of persons
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Educational Psychology & Counseling Kulliyyah of Education
Depositing User:	Dr Wirawani Kamarulzaman
Date Deposited:	21 Oct 2026 16:43
Last Update:	21 Oct 2026 16:43
Queue Number:	2026-10-Q5765
URI:	http://irep.iium.edu.my/id/eprint/132157
Indexed In:	MyCite

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