Abstract:

Teachers use different strategies to enhance the learning abilities of their students, especially those with learning disabilities. For this purpose, various theories and leading schemes have been introduced in the literature, each indicating a different perspective regarding the effectiveness of inclusive classrooms for students. In this regard, this research aimed to compare two strategies based on widely reported theories, including Constructivism and behaviorism. The experimental research design is employed. By exposing two groups to two distinct teaching methodologies and then comparing the performance of each group before and after the intervention, as well as any intergroup differences, the pre-and post-test results were then examined. The collected information is analyzed through paired t-tests using Statistical Package for the Social Sciences (SPSS). The findings of this study suggest that while both instructional strategies are effective in inclusive classrooms, constructivism-based methods are the most beneficial. By using these techniques, students with learning difficulties learn more effectively. Future directions for research, policy ,and practices are presented.

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