Humanising Special Education: A Review of Humanistic Theory, Learner-Centred Practice and Teaching Strategies for Students with Special Educational Needs
DOI:
https://doi.org/10.33102/jqss.vol10no1.320Keywords:
Humanistic Theory, Special Education, Inclusive Education, Learner-Centred Teaching, Special Educational NeedsAbstract
Special education is often discussed through the language of intervention, adaptation, diagnosis and support. Although these dimensions are necessary, they may become insufficient when the emotional, social and personal experiences of students with special educational needs are overlooked. Humanistic theory offers a valuable lens for rethinking special education because it positions learners as whole persons with dignity, agency, emotions, potential and the right to meaningful participation. This review examines how humanistic theory informs learner-centred teaching, emotional support, teacher-student relationships and inclusive practices for students with special educational needs. Methodologically, this article adopted a narrative and thematic review approach. Literature was retrieved from the Scopus database and limited to English-language articles and review papers published between 2020 and 2026. From 47 documents initially identified, 13 highly relevant studies were selected and analysed thematically. The review identifies five major themes: learner-centred education, emotional safety, teacher empathy, motivation and participation, and dignity-oriented inclusive practice. The findings suggest that humanistic theory remains relevant in special education because it challenges deficit-based views of disability and encourages teaching strategies that are flexible, respectful, relational and responsive to individual needs. The article concludes that a humanistic approach can strengthen special education by connecting instructional practice with students’ well-being, self-worth, autonomy and sense of belonging.
Keywords: Humanistic Theory, Special Education, Inclusive Education, Learner-Centred Teaching, Special Educational Needs
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