Designing Instructional Materials to Enhance Growth and Development in Children with Developmental and Behavioral Disorders

This study examined the role of instructional materials in enhancing the growth and development of children with developmental and behavioral disorders in inclusive classroom settings. Using a descriptive–correlational research design, the study involved 30 teachers and 30 learners from selected public elementary schools in Sarangani Province. Data were gathered through a validated researcher-made questionnaire and an observation checklist, and analyzed using descriptive statistics and Pearson Product–Moment Correlation. Findings revealed that instructional materials were implemented at a very high level, with an overall mean of 4.32 across key design principles, including clarity (M = 4.30), visual support (M = 4.45), multisensory engagement (M = 4.25), developmental appropriateness (M = 4.40), and flexibility (M = 4.20). In terms of types of materials, visual aids (M = 4.50) and manipulatives (M = 4.35) were the most frequently used, followed by environmental supports (M = 4.40) and digital resources (M = 4.20). Developmental outcomes were also rated very high, particularly in cognitive development (M = 4.30), social development (M = 4.25), emotional development (M = 4.20), and behavioral development (M = 4.22). Indicators such as improved attention (M = 4.35), better understanding (M = 4.40), communication skills (M = 4.30), and task completion (M = 4.30) further highlighted the effectiveness of instructional materials. Correlation analysis showed moderate positive relationships between instructional materials and developmental domains, specifically cognitive (r = 0.65), behavioral (r = 0.62), social (r = 0.60), and emotional development (r = 0.58). These findings indicate that while instructional materials significantly contribute to learners’ development, other factors also influence outcomes. The study concludes that well-designed instructional materials are essential in promoting holistic development and recommends continuous improvement, teacher training, and further research to strengthen inclusive educational practices.