Republic of the Philippines

Commission on Higher Education

CONCEPCION HOLY CROSS COLLEGE
School of Teacher Education
Second Semester
A.Y. 2023-2024

TEACHING STRATEGIES OF SPECIAL EDUCATION TEACHERS IN CON-

CEPCION SPED CENTER

In Partial Fulfillment of the Requirements in Research Education

BULATAO, ALJON D.
CABILDO, NEIL ANDREI T.
CANLAS, ANDREA MYX M.
CARLOS, JANINE E.
CHAN, GRACE A.
RUCERO JR., REYNALDO F.

May_ 2024
 Republic of the Philippines
Commission on Higher Education
CONCEPCION HOLY CROSS COLLEGE, INC.
Minane, Concepcion, Philippines 2316
School of College Education
A.Y. 2022-2024

APPROVAL SHEET

The undergraduate thesis of Aljon D. Bulatao, Neil Andrei T. Cabildo, Andrea Myx M.
Canlas, Janine E. Carlos, Grace A. Chan, and Raynaldo F. Rucero Jr. titled, TEACHING
STRATEGIES OF SPECIAL EDUCATION TEACHERS IN CONCEPCION SPED
CENTER which was prepared and submitted in partial fulfillment of the requirement in
BMC 117
Research in Education for the Degree of Bachelor of Elementary Education
is recommended for acceptance and approval.

IRENE P. VILLAREAL, PhD

Research Professor Research Advisor

ACCEPTED and APPROVED by the Panel of Research Examiners on Month

Day, 2024 with a rating of ________.

Panel Member Panel Member

Panel Member
 Republic of the Philippines
Commission on Higher Education
CONCEPCION HOLY CROSS COLLEGE
School of Teacher Education
Second Semester
A.Y. 2023-2024

DECLARATION OF ORIGINALITY

The researchers now declare that this thesis titled, TEACHING STRATEGIES OF
SPECIAL EDUCATION TEACHERS IN CONCEPCION SPED CENTER, is their
original work and has not been previously submitted to any higher education institution.
They further declare that all sources cited or quoted are identified and acknowledged
through a comprehensive list of references.

ALJON D. BULATAO Date

NEIL ANDREI T. CABILDO Date

ANDREA MYX M. CANLAS Date

JANINE E. CARLOS Date

GRACE A. CHAN Date

RAYNALDO F. RUCERO JR Date

 Republic of the Philippines
Commission on Higher Education
CONCEPCION HOLY CROSS COLLEGE
School of Teacher Education
Second Semester
A.Y. 2023-2024

DEDICATIONS

The researchers would like to dedicate this study to the individuals who showed

and gave so much support and guidance in extending their valuable assistance in the sur-

vey possible and successful, from our family and friends to our professors and advisers

who extended their help throughout the process of doing this study and by giving us un-

ending support and encouragement to complete this study successfully.

To the faculty and staff of Concepcion Holy Cross College, Minane Concepcion,

Tarlac. Above all, we to our Almighty God who gave us the knowledge and wisdom to

complete the study successfully.

The Researchers
 Republic of the Philippines
Commission on Higher Education
CONCEPCION HOLY CROSS COLLEGE
Minane, Concepcion, Tarlac
School of College Education
A.Y. 2023 – 2024

March 27, 2024

Dr. Agnes A. Taguines
Dean- School of Teacher Education
Concepcion Holy Cross College, Inc.
Concepcion, Tarlac

Dear Dr. Taguines:

Warm greetings!

We, the Bachelor of Elementary Education 3- Charlie students of Concepcion Holy Cross
College, Inc. are currently undertaking research titled, TEACHING STRATEGIES OF
SPECIAL EDUCATION TEACHERS IN CONCEPCION SPED CENTER partial
fulfillment of the requirements in BMC 117 Research in Education.

In line with this, we would like to ask permission from your office to allow us to inter -
view at Concepcion SPEd Center to gather the necessary data for our research.

We look forward to your positive response and approval of this request. Thank you very
much in advance for your kindness and consideration. God bless!

Very respectfully yours,

ALJON D. BULATAO

NEIL ANDREI T. CABILDO

ANDREA MYX M. CANLAS

JANINE E. CARLOS

GRACE A. CHAN

RAYNALDO F. RUCERO JR
Noted: Approved:

IRENE P. VILLAREAL, PhD AGNES A. TAGUINES, PhD

Research Professor College Dean
 Republic of the Philippines
Commission on Higher Education
CONCEPCION HOLY CROSS COLLEGE
Minane, Concepcion, Tarlac
School of College Education
A.Y. 2023 – 2024

April 1, 2024

Ms. Rea Briones Cutchon

Principal
Concepcion SPEd Center
Minane Concepcion, Tarlac

Dear Madam:
We, the Bachelor of Elementary Education 3- Charlie students of Concepcion Holy Cross
College, Inc. are currently undertaking a research titled, TEACHING STRATEGIES
OF SPECIAL EDUCATION TEACHERS IN CONCEPCION SPED CENTER par-
tial fulfillment in BMC 117 Research in Education.
In line with this, may we request your good office permission for us to survey the SPED
Teachers. Rest assured that the confidentiality of the results will be kept accordingly.
We look forward to your positive response and approval of this request. God bless!

Very respectfully yours,

ALJON D. BULATAO

NEIL ANDREI T. CABILDO

ANDREA MYX M. CANLAS

JANINE E. CARLOS
GRACE A. CHAN

RAYNALDO F. RUCERO JR
 IRENE P. VILLAREAL, KAREN WAGE, LPT, REA BRIONES
PhD MAEd CUTCHON, Principal 1
Research Professor Research Adviser School Principal at Concep-
cion SpEd Center

Noted: Approved:
 Concepcion Holy Cross College, Inc.
Bachelor of Elementary Education,
Major in General Education,
Brgy. Minane, Concepcion, Tarlac
Tel. No. 923-0747
________________________________________________________________________

Interview Questions

Dear Respondents,

The researchers are conducting research titled "TEACHING STRATEGIES OF

SPECIAL EDUCATION TEACHERS IN CONCEPCION SPED CENTER" and we
are inviting you to be a valuable respondent in our research. The purpose of this study is
to know the impact of SpEd Education presented by the Special Education Curriculum.
We want to understand how these narratives influence perceptions, preferences, and be-
haviors relating to SPEd Teachers. The researchers appreciate your time and considera-
tion in contributing to our research.

Your unique perspective as a viewer is integral to the success of our study. The re-
searchers encourage you to share your genuine thoughts and experiences to ensure the
richness and accuracy of our findings.

Your responses will be treated with strict confidentiality, and all data will be
anonymized to protect your privacy.

Thank you for your potential participation.

Sincerely,
Very respectfully yours,
ALJON D. BULATAO

NEIL ANDREI T. CABILDO

ANDREA MYX M. CANLAS

JANINE E. CARLOS
GRACE A. CHAN

RAYNALDO F. RUCERO JR

Concepcion Holy Cross College, Inc.

Approved by:
Doc. Agnes Taguines
Interview Questions

1. How do you adapt teaching strategies to address the unique learning styles and

abilities of students in Special Education?

a. How do you assess the effectiveness of the teaching strategies they imple-

ment in Special Education classrooms?

b. Could you provide examples of specific teaching strategies that have

shown promising results in improving academic outcomes for students

with special needs?

c. What challenges do you commonly encounter when implementing teach-

ing strategies in Special Education, and how do they overcome these chal-

lenges?

2. What factors influence the selection of teaching strategies in Special Education,

and how do educators determine their effectiveness?

a. What professional development opportunities are available for you to en-

hance your knowledge and skills in implementing effective teaching

strategies for students with special needs?

b. How do you collaborate with other professionals, such as speech therapists

or occupational therapists, to integrate specialized interventions into their

teaching strategies?

c. How do you ensure that teaching strategies are not only focused on aca-

demic achievement but also promote social-emotional development and

independence for students with special needs?

3. Can you describe some innovative approaches that have been successful in pro-

moting engagement and learning outcomes for students with special needs?

a. How do school administrators support you in implementing and refining

teaching strategies to meet the diverse needs of students in Special Educa-

tion programs?

b. In what ways do you involve parents and caregivers in understanding and

reinforcing the teaching strategies used in Special Education settings?

c. Are there any ongoing research initiatives or emerging trends in teaching

strategies for Special Education that you should be aware of and consider

integrating into their practices?

 ABSTRACT

This study aimed to determine the teaching strategies of special education teachers at

Concepcion SPED Center, focusing on their implementation within inclusive classrooms.

The objective was to understand how these teachers adapted their instructional methods

to meet the diverse needs of students with disabilities and identify the systemic barriers

they faced. The research used qualitative interviews and thematic analysis, starting with

identifying recurring themes in the responses, followed by coding these themes. Fre-

quency calculations provided insights into the prevalence of each theme across the

dataset. Descriptive research was employed to examine the complex phenomena influ-

encing the difficulties faced by special education teachers, exploring their experiences

and contextual elements. Purposive sampling selected four (4) special education teachers

from a total of sixteen (16) teachers at Concepcion SPED Center. The thematic analysis

highlighted the dedication and commitment of special education teachers. Key themes

identified included individualization and tailoring of instructions (100%), ongoing assess-

ment and adaptations (75%), collaboration and professional development (75%), and in-

clusive and innovative practices (75%). Teachers adapted their methods to cater to indi-

vidual needs, using personalized learning plans, flexible lesson plans, group work, and

technology integration. Challenges included limited resources, insufficient funding, and a

lack of specialized training materials and support. The analysis emphasized these preva-

lent issues, highlighting the need for systematic approaches to address them. Recommen-

dations emanated from this study advocate for heightened investment in special education

resources, sustained professional development initiatives, strengthened collaborative part-

nerships, supportive policy frameworks, and increased community involvement to bolster

the efficacy of special education programs.

Keywords: special education, teaching strategies, inclusive classroom, resource limita-

tions, professional development.

 INTRODUCTION

Background of the Study

This study is rooted in the evolving landscape of special education within the Philippines,

particularly at the Concepcion SpEd Center. This educational institution serves as a mi-

crocosm for examining the broader challenges and strategies employed by special educa-

tion teachers in inclusive classroom settings. The study is motivated by a commitment to

understanding the complexities of catering to the diverse needs of students with disabili-

ties and fostering an educational environment that is both inclusive and equitable.

Special education, as a cornerstone of inclusivity within the educational landscape, is

dedicated to addressing the diverse learning needs of individuals with disabilities. At its

core, special education endeavors to provide tailored instruction that ensures equitable ac-

cess to education for all learners, regardless of their physical, cognitive, or behavioral

challenges. Guided by legislative frameworks such as the Individuals with Disabilities

Education Act, special education teachers play a pivotal role in designing and implement-

ing effective teaching strategies that meet the unique needs of their students.

In recent years, there has been a global shift towards inclusive education, a movement

that seeks to accommodate students with disabilities in mainstream classrooms rather

than segregating them into specialized institutions or programs. This paradigm shift is

grounded in the belief that all students, regardless of their physical, intellectual, social, or

linguistic barriers, have the right to a quality education that meets their individual needs

and promotes their full participation in society. The Philippines, in alignment with inter-
national conventions and local policies, has made strides toward implementing inclusive

education practices within its schools.

In the Philippines, the journey of special education has been marked by significant mile-

stones and ongoing efforts towards inclusion. From the establishment of specialized insti-

tutions for the visually and hearing impaired to the integration of inclusive practices

within mainstream educational settings, the nation has demonstrated a commitment to

fostering educational equity. However, amidst these commendable efforts, special educa-

tion teachers encounter a myriad of challenges in their daily practice, ranging from re-

source constraints to navigating diverse learning needs.

However, the transition towards a fully inclusive educational system is fraught with chal-

lenges, particularly for special education teachers who are at the forefront of this transfor-

mative process. These educators are tasked with adapting their teaching methods, devel-

oping individualized learning plans, and employing a variety of strategies to ensure that

students with disabilities can access the curriculum and participate fully in classroom ac-

tivities. The complexity of this task is compounded by systemic barriers such as limited

resources, insufficient funding, and a lack of specialized training and support.

Understanding the experiences, perspectives, and strategies employed by special educa-

tion teachers is crucial for advancing the field of special education in the Philippines. By

delving into the approaches utilized by educators, this study aims to uncover effective

practices that can enhance the quality of special education provision in the country.
Moreover, by exploring the challenges and successes encountered by special education

teachers, this research seeks to inform policy interventions and support mechanisms that

foster a more inclusive and supportive learning environment for individuals with disabili-

ties.

The Concepcion SpEd Center, serving as the focal point of this study, provides a unique

opportunity to explore these issues in depth. The center is representative of the challenges

faced by special education teachers across the country as they strive to implement inclu-

sive educational practices within their classrooms. By examining the experiences of edu-

cators at this institution, the study aims to shed light on the effective strategies that can

support the holistic development of students with disabilities, as well as the systemic bar-

riers that hinder the provision of quality special education.

This study seeks to bridge the gap between theory and practice by examining the real-

world experiences of special education teachers in the Philippines. Through a comprehen-

sive exploration of teaching strategies, this research endeavors to contribute valuable in-

sights to the ongoing discourse surrounding inclusive education and the holistic develop-

ment of individuals with disabilities. By shedding light on effective practices and chal-

lenges faced by educators, this study aims to pave the way for continuous improvement

and innovation within the field of special education in the Philippines.

Statement of the Problem

The main goal of this research is to describe the difficulties encountered by teachers in

Special Education at Concepcion SpEd Center when it comes to catering to the educa-

tional needs of students with disabilities in inclusive classrooms.

It addresses the following questions:

1. What are the key challenges faced by special education teachers in the Philippines in

implementing effective teaching strategies tailored to the diverse learning needs of

students with disabilities?

2. How do resource constraints impact the ability of special education teachers in the

Philippines to effectively adapt and implement specialized instructional approaches

within their classrooms?

3. What are the prevailing attitudes and perceptions among special education teachers in

the Philippines regarding the integration of inclusive practices within mainstream ed-

ucational settings?

4. To what extent do the training and professional development opportunities available

to special education teachers in the Philippines adequately prepare them to address

the unique learning needs of students with disabilities?

5. How have the experiences of special education teachers in the Philippines evolved in

response to the shift towards online learning modalities, and what strategies have they

employed to overcome the challenges associated with this transition?

Assumptions of the study

Concerning our journey to understand the complications of special education teachers at

Concepcion SpEd Center, we admit that each educator constitutes an autistic unit, dis-

plays various experiences, and provides various outlooks. Each teacher in our classrooms

has uniqueness like the uniqueness of every student that is in the classroom.

1.The effectiveness of teaching in inclusive classrooms is thought to be impacted by

resource constraints, including limited access to assistive technologies, special-

ized learning materials, and support staff. This belief is rooted in the findings of

Santos (2019), which revealed significant gaps in resource allocation for special

education teachers within Philippine public schools.

2.The study posits that specialized training and opportunities for professional devel-

opment are essential for enhancing the delivery of special education. It suggests

that access to such resources is vital for special education teachers to effectively

address the diverse needs of students with disabilities. This assertion is backed by

the challenges related to professional development needs highlighted in the litera-

ture review.

3.Drawing from insights provided by Reyes et al. (2020), it is suggested that success-

ful inclusive education practices hinge on collaborative partnerships and coopera-

tive efforts between special education and general education teachers. This as-
 sumption underscores the significance of their collaboration in accommodating

students with disabilities within mainstream classrooms.

4.The study operates under the assumption that the effectiveness of inclusive educa-

tion practices is influenced by the coherence and implementation of related poli-

cies within schools. It suggests that challenges in policy implementation may im-

pede the advancement of inclusive practices, as evidenced by the review of perti-

nent literature.

5.Special education provision is assumed to be challenged by high levels of teacher

workload and administrative demands, particularly concerning tasks such as man-

aging individualized education plans (IEPs) and coping with large class sizes.

This assumption is informed by the findings of Santos (2019), which indicated

that workload pressures have a significant impact on the quality of special educa-

tion provision.

Significance of the study

The significance of a study on the current challenges faced by special education teachers

in Concepcion SpEd Center is multifaceted and extends to various stakeholders involved

in special education. Here's a sample significance of the study:

To the Department of Education (DepEd):

The outcomes of this description will provide valuable insights for the DepEd in design-

ing assessments aimed at overcoming the challenges by SPEd Teachers across the com-

munity. It will illuminate the Department about the progress and capabilities of students
in various educational settings, enabling them to tailor assessments that foster critical

thinking and skill enhancement.

For School Administrators:

The study's findings can serve as a foundation for administrators to devise strategies to

enhance teachers’ skills and to sustain initiatives aimed at promoting better teaching

strategies for inclusive classrooms.

For Educators:

Educators stand to benefit from this study by gaining insights into diverse instructional

approaches, techniques, and methodologies, thereby empowering them to optimize their

teaching effectiveness and consequently facilitate the holistic development of their stu-

dents.

For Students:

By understanding the significance of comprehension attainment and its developmental

stages, students can leverage this study to bolster their understanding. Identifying their

strengths and weaknesses will equip them to become more competent individuals, en-

hancing their competitiveness in national and international job markets.

For Parents:
This study offers parents insights into their children's potential areas of improvement in

collaborative skills, enabling them to stay informed and proactive in fostering their child's

cognitive development through tailored assessments and support.

For Future Researchers:

The findings of this study will serve as a valuable resource for future researchers embark-

ing on similar or comparative studies, providing a foundation for successful research en-

deavors.

Scope and Delimitations

As we start this research journey coming out with these study conditions it also is im-

portant to understand the boundaries of the study area. Even though we would like to por-

tray a whole image of the special education teachers at Concepcion SpEd Center, we are

well cognizant of the fact that there are too many complications to this project, con-

strained as it is by time, resources, and the inexplicable nature of the human experi-

ence. The continual core value of our community involvement in the local context of our

school is that we are aware that each school institution has its dynamics and chal-

lenges. Furthermore, we also emphasize that the scope of our study is limited in capturing

every particular angle, but we will direct our research with humbleness and receptiveness

to learning. With transparency and reflexivity, we aspire to devise the best way to deal

with the reach and frontiers of our study adequately and with maximum efficiency.

Scope of the Study:

Location: The study focuses specifically on Minane Elementary School, located in a par-

ticular geographic area. Findings and conclusions drawn from this research may not ap-

ply to other schools or educational contexts.

Participants: The study includes special education teachers currently employed at Minane

Elementary School. The scope encompasses teachers working with students across vari-

ous grade levels and with diverse learning needs, including but not limited to students

with disabilities, learning disorders, and developmental delays.

Challenges: The research describes a wide range of challenges encountered by special ed-

ucation teachers in Minane Elementary School, including but not limited to classroom

management issues, curriculum adaptation difficulties, collaboration with general educa-

tion teachers, individualized instruction requirements, parental involvement barriers, and

resource constraints.

Data Collection Methods: Data is collected through qualitative methods such as inter-

views, surveys, and focus group discussions with special education teachers at Minane

Elementary School. These methods allow for an in-depth exploration of teachers' experi-

ences, perceptions, and perspectives regarding the challenges they face in their roles.

Delimitations of the Study:

Generalizability: Findings from the study are specific to Minane Elementary School and

may not be generalizable to other schools or educational settings. The unique characteris-
tics, resources, policies, and practices of Minane Elementary School may influence the

challenges faced by special education teachers in ways that differ from other contexts.

Timeframe: The study focuses on the current challenges faced by special education teach-

ers at Minane Elementary School within a specific timeframe. Long-term trends, histori-

cal factors, or changes in school policies and practices over time are not extensively ex-

plored.

External Factors: The research does not extensively consider external factors that may in-

fluence the challenges faced by special education teachers, such as community demo-

graphics, socioeconomic factors, legislative changes, or broader societal trends impacting

education.

Limited Perspective: The study primarily captures the perspectives and experiences of

special education teachers at Minane Elementary School. The perspectives of other stake-

holders, such as general education teachers, school administrators, parents, and students,

are not extensively explored within the scope of this research.

Quantitative Data: The study primarily relies on qualitative data collection methods to ex-

plore the challenges faced by special education teachers. Quantitative measures of the

prevalence or severity of specific challenges may not be captured within the scope of this

qualitative research.
By delineating the scope and delimitations of the study, researchers provide clarity re-

garding the parameters and constraints of their description of the current challenges faced

by special education teachers in Minane Elementary School.

Operational Definition of Terms

The following terms were used during the conduct of the study:

1. Behavioral Principles - The foundational concepts of behaviorism, including operant

conditioning, reinforcement, and punishment, which guide the study's analysis of

teacher behaviors and attitudes.

2. Behaviorism - The theoretical framework developed by B.F. Skinner focuses on ob-

servable behaviors and the environmental factors influencing them.

3. Challenges - Difficulties or obstacles encountered by special education teachers in im-

plementing inclusive educational practices, including resource limitations, large class

sizes, and varying student needs.

4. Concepcion SpEd Center - The educational institution serving students with special

educational needs, where the study is conducted.

5. Contextual Narratives - The detailed accounts and stories provided by participants,

shed light on the specific challenges, successes, and interactions within the educational

environment at Concepcion SpEd Center.

6. Elementary School - Refers to the educational level encompassing grades kindergarten

through fifth or sixth grade, depending on the regional educational system. It repre-

sents the developmental stage of students typically ranging from ages five to twelve.
7. Environmental Factors - External influences, such as classroom dynamics, school poli-

cies, and available resources, that impact teacher behaviors and student learning out-

comes.

8. Foundational Knowledge - The understanding and familiarity with core principles and

theories of special education that inform teaching practices and decision-making.

9. Inclusive Educational Practices - Teaching methods and strategies aimed at accommo-

dating diverse learning needs and fostering the participation of all students in main-

stream educational settings.

10. Individualized Support - Tailored assistance and accommodations provided to stu-

dents with disabilities to meet their unique learning needs and promote their academic

success.

11. Lived Experiences - The personal encounters, perspectives, and interpretations of

individuals, particularly special education teachers, in their professional roles within

inclusive educational settings.

12. Minane Elementary School - The educational institution where the research is

conducted, serving as the setting for the study. It encompasses the physical infrastruc-

ture, administrative policies, and educational practices relevant to the experiences of

special education teachers within this specific context.

13. Negative Reinforcement - The removal of stimuli or consequences to decrease the

likelihood of undesired behaviors, potentially hindering effective teamwork and coop-

eration among educators.

14. Operationalization - The process of defining abstract concepts, such as challenges

and inclusive practices, in measurable and observable terms for research purposes.
15. Outcomes - The measurable results or effects of inclusive education practices, in-

cluding academic achievements, social-emotional development, and overall well-being

of students with disabilities.

16. Positive Reinforcement - The application of stimuli or rewards to increase the

likelihood of desired behaviors among teachers, promoting collaboration and support

within educational settings.

17. Psychoeducational Strategies - Techniques and interventions aimed at addressing

the psychological and educational needs of students, particularly those with learning

disabilities.

18. Resource Limitations - Constraints related to the availability of materials, assis-

tive technologies, and support staff that may hinder the delivery of effective teaching

and support services.

19. Special Education - Educational programs and practices designed to meet the

unique learning needs of students with disabilities or special needs, which may include

individualized education plans (IEPs), differentiated instruction, specialized teaching

strategies, and support services.

20. Special Education Teachers - Educators specifically trained to provide instruction

and support to students with disabilities or special educational needs.

21. Teacher Collaboration - The cooperative efforts and interactions among educa-

tors, including special education teachers and mainstream instructors, to support the

academic and social development of all students.

Review and Related Literature

Special education teachers play a crucial role in supporting the diverse needs of students

with disabilities within the educational system. As educators confront various challenges

in their professional practice, understanding the experiences of special education teachers

in different contexts can provide valuable insights into the strategies and resources neces-

sary to enhance the effectiveness of special education programs. This section presents a

selection of foreign-related literature that explores the challenges encountered by special

education teachers in similar educational settings, contributing to the broader discourse

on inclusive education and teacher support.

Foreign-Related Literature

Comparative Analysis

Researchers Smith and Jones (2018) conducted a comparative analysis of inclusive edu-

cation policies and practices across several countries, including the United States,

Canada, the United Kingdom, and Australia. The study highlighted common challenges

faced by special education teachers, such as insufficient resources, inadequate training,

and limited support for inclusive practices within mainstream classrooms. Findings un-

derscored the importance of comprehensive policy frameworks and professional develop-

ment initiatives to address these challenges effectively and promote inclusive educational

environments.

Lessons from European Perspectives

A study by Garcia et al. (2019) explored the experiences of special education teachers in

European countries, focusing on the support mechanisms available to enhance their pro-

fessional practice. Through qualitative interviews and surveys, the researchers identified

key challenges, including workload pressures, role ambiguity, and the need for collabora-

tive partnerships with colleagues and stakeholders. The study emphasized the importance

of tailored support structures, mentoring programs, and interdisciplinary collaboration to

empower special education teachers and promote inclusive practices in diverse educa-

tional contexts.

Emerging Trends and Challenges

Examining the role of technology in special education, Lee and Kim (2020) described

emerging trends and challenges faced by special education teachers in integrating digital

tools and assistive technologies into instructional practices. The study highlighted the po-

tential of technology to enhance learning outcomes for students with disabilities while ac-

knowledging barriers such as access disparities, technical complexities, and the need for

ongoing professional development. Findings underscored the importance of accessible

technology solutions and pedagogical support to facilitate inclusive learning environ-

ments for all students.

Perspectives from Global Contexts

Addressing the intersection of cultural diversity and special education, Nguyen and Smith

(2017) examined the challenges and opportunities for promoting cultural competence

among special education teachers in diverse cultural contexts. Through a comparative

analysis of international literature and case studies, the researchers identified cultural bi-

ases, communication barriers, and systemic inequalities as significant challenges faced by

educators working with culturally and linguistically diverse students. The study empha-

sized the importance of culturally responsive pedagogy, cross-cultural training, and col-

laborative partnerships with families and communities to foster inclusive educational

practices.

Special Education

The Individuals with Disabilities Education Act defined special education as instruction

designed specifically to respond to the learning needs of an individual with special needs

regardless of the environment, whether in a classroom, home, or hospital. The legislation

also emphasized that this special instruction should be at no cost to the parents of the

child. Special education is ‘special’ because it has a distinct place in the education of not

only individuals with special needs but also diverse learners, including those who are at

risk. Special education is composed of a range of teaching practices specifically designed

for the needs of individuals with disabilities, who have special learning needs, that well-

trained special education teachers implement and not normally seen or used by untrained

teachers in a regular classroom (Francisco et al., 2020).

Curriculum in Special Education

According to (Torgerson, 2022) The curriculum used in special education involves taking

a general education curriculum and changing it to suit students with special needs. Said

another way, the same material can be studied but curriculum adaptation doesn’t expect
students with special needs to achieve the same learning outcomes as other students. The

curriculum is called special education curriculum adaptation wherein the teachers should

adjust their approach in teaching to meet the diverse needs of the students with special

needs.

Special Education in the Philippines

The interest in educating Filipinos with special needs was started by Mr. Fred Atkinson,

the general superintendent of education. 1907, the formal start of special education in the

Philippines by establishing the insular school for the deaf and blind in Manila. 1950,

when the school for children with hearing impairment opened in the Philippines. In 1963,

with the approval of R.A No. 3562, the training of DEC teacher-scholars for blind chil-

dren started at the Philippines Normal University. In 1970, the training of teachers of

children with behavior problems started at the University of the Philippines. The DECS

order No. 11, s. 2000 recognized special education centers in the Philippines. In 2002, the

DepEd and the University of the Philippines trained regular and special education teach-

ers on how to educate children with special needs. Special Act of 2010, An act estab-

lished at least one center in each school division and at least three centers in a big

school’s divisions. In 2012, the DepEd increased the funding for its Special Education

program and set to open new centers. In 2013, DepEd organized a national conference for

special education teachers to sharpen their skills.

Experiences Of Special Education Teachers.

A lot of teachers teaching students with special needs faced challenges even before the

pandemic hit. However, when the pandemic struck, their challenges multiplied. Adjusting

to the changes because of the pandemic is hard for special education teachers in the

Philippines. Educating students with special needs is extremely different from teaching

ordinary students. They believe that only special education teachers can provide special-

ized care for the needs of the students. The pandemic made the teachers including special

education teachers use online learning systems and with that, the challenges were multi-

plied. Despite the challenges most special education teachers are still eager to enter the

field not because they have no other option but because they love what they are doing and

they care so much about children with special needs. (Alejandro et al., 2023)

Local Philippine-Related Literature

Implications for Special Education Teachers

In a study by Santos (2019), the author examined the challenges faced by special educa-

tion teachers in Philippine public schools, particularly regarding resource constraints and

workload pressures. Findings revealed significant gaps in resource allocation, including

limited access to assistive devices, learning materials, and specialized training opportuni-

ties. Special education teachers reported high levels of workload due to large class sizes,

administrative tasks, and the demands of individualized education plans (IEPs). The

study underscored the urgent need for increased investment in special education infra-

structure, professional development, and support services to alleviate these challenges

and enhance the quality of special education provision in the Philippines.

Insights from Philippine Schools

Exploring the implementation of inclusive education policies in Philippine schools, a

study by Reyes et al. (2020) described the experiences of special education teachers in

promoting inclusive practices and accommodating students with disabilities in main-

stream classrooms. The research highlighted the importance of policy coherence, teacher

training, and collaborative partnerships between special education and general education

teachers. Despite policy mandates advocating for inclusive education, challenges such as

attitudinal barriers, insufficient support systems, and limited accessibility persisted, hin-

dering the effective inclusion of students with disabilities. The study emphasized the need

for sustained efforts to foster a more inclusive and supportive educational environment

for all learners in the Philippines.

Professional Development Needs and Support Systems for Special Education Teachers

Delving into the professional development needs of special education teachers, a study by

Cruz (2018) examined the existing support systems and training programs available to

enhance their pedagogical skills and competencies. Findings revealed a lack of special-

ized training opportunities and professional networks for special education teachers, par-

ticularly in remote and underserved areas. Many educators expressed the desire for con-

tinuous learning opportunities, mentorship programs, and peer collaboration to address

the diverse needs of students with disabilities effectively. The study underscored the im-

portance of tailored professional development initiatives and sustainable support struc-

tures to empower special education teachers and improve the quality of special education

services in the Philippines.

Theoretical and Conceptual Framework

This study adopts behaviorism, particularly drawing from the principles of B.F. Skin-

ner's behaviorist theory is its theoretical framework. Behaviorism emphasizes observable

behaviors and their interactions with the environment. According to Skinner, behaviors

are learned through environmental stimuli, including reinforcements and punishments. In

special education, this theory provides a lens through which to understand how teachers'

behaviors and instructional approaches are influenced by environmental factors, such as

resource limitations and support staff availability. By applying behaviorist principles, this

study aims to explore how these environmental influences shape special education teach-

ers' practices and attitudes toward inclusive education.

The conceptual framework of this study revolves around the interactions between spe-

cial education teachers, students with disabilities, and their learning environment within

the context of inclusive education practices. Special education teachers face various chal-

lenges, including resource limitations and inadequate support staff, which may hinder

their ability to provide effective instruction tailored to the individualized needs of stu-

dents with disabilities. Drawing from behaviorist principles, positive reinforcement is es-

sential for fostering collaboration and support among teachers, while negative reinforce-

ment may hinder effective teamwork. By examining these interactions and environmental

influences, this study seeks to gain insights into the factors shaping teachers' behaviors

and attitudes towards inclusive education practices, ultimately informing the development

of interventions aimed at enhancing outcomes for students with disabilities at Concepcion

SpEd Center.
 INPUT:
OUTPUT:
TEACHING
Insight for imrpov-
STRATEGIES OF
ing inclusive edu-
SPECIAL
cation practices
EDUCATION
and outcomes.
TEACHERS

Figure 1: Paradigm of the Study

 METHODOLOGY

This part contains different methodologies used in gathering data that are relevant

to the research. These methodologies will include the following: location where the data

will be gathered, target respondents, research materials, research design, and data collec-

tion method.

Research Design

This study employs a descriptive research design to delve into the existing chal-

lenges encountered by special education teachers at Concepcion SpEd Center. Descrip-

tive research is particularly fitting for examining intricate phenomena, such as the experi-

ences, viewpoints, and contextual elements influencing the difficulties faced by special

education teachers. This approach enables a thorough description of the lived experiences

of participants, offering comprehensive and detailed insights into the phenomena under

scrutiny.

The main goal of this descriptive research study is to thoroughly analyze the obstacles

come across by unique education and learning educators at Concepcion SpEd Facility.

The research study looks to comprehend the experiences, points of view, as well as con-

textual variables that add to these obstacles. The method entails collecting outlined quali-

tative as well as measurable information to give a thorough understanding of the sensa-

tions under examination.

Useful factors to consider consist of acquiring needed consent from the institution man-

agement and also guaranteeing the privacy as well as privacy of individuals. Honest fac-

tors to consider include acquiring educated approval from individuals, guaranteeing vol-

unteer engagement, as well as shielding the legal rights and also the well-being of indi-

viduals throughout the research study procedure.

The study style integrates detailed as well as relational aspects. The detailed layout en -

ables a thorough examination of the difficulties encountered by unique education and

learning educators, consisting of their nature, regularity, and effect. The relational layout

makes it possible for the expedition of possible connections between various difficulties

together with various other pertinent variables such as instructor experience or class

sources.

Research Locale

Concepcion SpEd Center is one of the many elementary schools that is found in

Concepcion. This place was selected for this study to describe and comprehend the diffi-

culties encountered by teachers, in Special Education at Concepcion SpEd Center.

Concepcion SpEd Center School caters to diverse and unique elementary students. Figure 1

shows the exact location. This is the perfect location for the interview and observation

because the study focuses on elementary students and the researchers will be able to get

an abundance of needed information, ideas, and opinions that will be needed for this

study.
Figure 1: Research Map

Research Respondents

The study participants for this research study will mainly be Special education teachers

together with professionals that operate at Concepcion SpEd Center. These people will

certainly supply important understanding right into the difficulties they encounter in their

everyday collaboration with students with special requirements. The choice of partici-

pants will certainly be assisted by complying with the standards:

Inclusion Criteria:

The study will include special education instructors directly responsible for training stu-

dents with unique needs, as well as educators and specialists who support special educa-

tion programs at the school.

Diverse Perspectives:
Respondents will represent varied experiences within the special education field, includ-

ing varying levels of experience, expertise in different areas (e.g., autism spectrum disor-

ders, learning disabilities), and involvement in various programs or initiatives at the

school.

Voluntary Participation:

Participation in the study will be voluntary, and participants will have the right to decline

or withdraw at any time without consequences.

Informed Consent:

Participants will receive detailed information about the study's purposes, procedures, po-

tential risks, and benefits. Informed consent will be obtained from each participant before

data collection.

Confidentiality and Anonymity:

Measures will be taken to ensure the confidentiality and anonymity of participants. Data

collected will be anonymized to protect identities, and only aggregate findings will be re-

ported to maintain privacy.

Accessibility:

Efforts will be made to ensure that the study is accessible to all potential participants, in-

cluding those with disabilities or language barriers. Accommodations, such as providing

translated materials or alternative formats, will be offered as needed to facilitate partici-

pation.

Collaboration and Engagement:

Respondents will actively participate in the research process, with opportunities to pro-

vide input on the study design, data collection tools, and analysis of findings. Collabora-

tion with stakeholders will enhance the relevance and usefulness of the study results.

By selecting participants who meet these criteria and ensuring their active involvement

and engagement throughout the study, valuable insights into the challenges faced by spe-

cial education instructors and educators at Concepcion SpEd will be gathered.

Sampling Technique

In this research, the researchers employed purposive sampling, a type of non-probability

sampling, to select participants based on specific criteria relevant to the study's objec-

tives. Purposive sampling allows researchers to intentionally choose individuals who pos-

sess the knowledge, experiences, or perspectives necessary to provide valuable informa-

tion.

For this study focusing on the challenges faced by special education teachers at Concep-

cion SpEd Center, purposive sampling involved selecting participants based on their
roles, experiences, and expertise in special education. The process included the following

steps:

1. Identifying Relevant Criteria: Researchers identified specific criteria relevant to the re-

search goals, such as years of experience in special education teaching, areas of spe-

cialization (e.g., autism, learning disabilities), involvement in specific programs or ini-

tiatives, and roles within the special education department.

2. Selecting Participants: Based on the identified criteria, researchers purposefully chose

individuals who met these criteria. This involved reaching out to special education

teachers, educators, and professionals at Concepcion SpEd Center who could contrib-

ute valuable knowledge, experiences, and perspectives to the research.

3. Ensuring Diversity: In selecting participants, researchers also aimed to ensure diversity

in terms of experiences, perspectives, and roles within the special education depart-

ment. This included selecting individuals with varying levels of experience, different

areas of specialization, and involvement in various programs or initiatives.

4. Maximizing Informational Value: The goal of purposive sampling was to maximize

the informational value of the collected data. By selecting participants with relevant

knowledge and experiences, researchers aimed to gather rich and nuanced insights into

the challenges faced by special education teachers at Concepcion SpEd Center.

Source of Data

Provided the multifaceted nature of the research study purposes and also the need to col-

lect extensive understandings right into the difficulties encountered by unique education

and learning educators at Concepcion SpEd Center, resources of information will cer-

tainly be used. This technique will certainly enable a complete expedition of the sensa-

tions under examination from numerous viewpoints.

Interview:

In-depth interviews will certainly be performed with a part of unique education and learn-

ing instructors as well as instructors chosen via purposive tasting. These meetings will

certainly discover individuals' experiences, understandings as well as understandings

about the obstacles they encounter in their jobs. Open-ended concerns will allow individ-

uals to clarify their experiences and give abundant qualitative information. Interviews

might likewise be performed with college managers and an assistance team to obtain

added viewpoints on the difficulties unique education and learning instructors encounter.

By conducting an interview, the research study will certainly collect thorough as well as

triangulated understandings right into the obstacles encountered by unique education and

learning educators at Concepcion SpEd. Facility. This triangulation of information re-

sources will certainly improve the credibility, and dependability, coupled with the splen-

dor of the searchings for eventually causing an extra durable understanding of the re-

search study sensations.

Data Collection Procedure

For interviews in this research, researchers will begin by preparing a detailed interview

protocol outlining key topics and open-ended questions relevant to the challenges faced

by special education teachers. This protocol will be refined based on input from stake-

holders and pilot testing. Participants will be selected using purposive sampling to ensure

diversity in experiences and perspectives, with informed consent obtained before each in-

terview.

Interviews will be conducted in a private and comfortable setting, either in-person or re-

motely based on participant preferences and logistical considerations. Researchers will

establish rapport, encourage open communication, and employ active listening techniques

to facilitate candid responses. Interviews will be audio-recorded with participants' con-

sent to ensure accurate data capture, supplemented by detailed field notes to record non-

verbal cues and contextual information.

Audio recordings will be transcribed verbatim by trained transcribers to ensure accuracy

and confidentiality. Data analysis will involve thematic analysis of transcripts to identify

patterns, themes, and insights related to the challenges encountered by special education

teachers. This process will enable researchers to glean rich and nuanced understandings

from the interview data.

Statistical Analysis
The study involves a thematic analysis and content analysis offers a structured approach

to extracting meaningful insights from qualitative interview data. The thematic analysis

begins with the identification of recurring themes or patterns within the responses, fol-

lowed by the assignment of codes to represent these themes. By calculating the frequency

of each theme, researchers can assess its prevalence across the dataset and gain a compre-

hensive understanding of the overarching concepts discussed by the interviewees. Con-

tent analysis, on the other hand, involves categorizing the data based on predefined codes

that capture the essence of the content. Through this process, researchers can quantify the

occurrence of each content category and explore any variations or trends present in the

data. Descriptive statistics, such as frequencies and percentages, are then computed to

summarize the distribution of themes or content categories, providing researchers with

valuable insights into the structure and composition of the qualitative data. Additionally,

qualitative software tools can be utilized to streamline the analysis process and ensure

consistency in coding decisions. Overall, statistical treatment employing thematic analy-

sis and content analysis facilitates a systematic exploration of qualitative interview data,

enabling researchers to uncover meaningful patterns and draw robust conclusions from

their findings.

Ethical Considerations

Ethical factors to consider are extremely important when carrying out research studies,

particularly including individuals. Regarding this research concentrating on the chal-

lenges faced by special education teachers at Concepcion SpEd Center, several honest
concepts have to be promoted throughout the research study procedure. To start with get-

ting notified approval from individuals is vital. Special education and learning instructors

should be given thorough details regarding the research goals, treatments, possible

threats, and advantages before consenting to participate. They must have the chance to

ask inquiries as well as supply volunteer permission.

Discretion and privacy are additionally important moral factors to consider. All informa-

tion gathered from individuals needs to be dealt with, with strict privacy and also per-

sonal privacy. Actions must be executed to safely shop as well as secure information

making sure that only the researchers have accessibility. Privacy has to be preserved

throughout the research study procedure to secure the identification of participants’ de-

tails.

Regarding individuals' legal rights together with health is fundamental. Special education

teachers ought to not be pushed or unjustifiably affected to join the research. They need

to be taken out from the research at any moment without encountering unfavorable reper-

cussions. Researchers must focus on the well-being of individuals as well as make certain

that the research study does not create damage.

Acquiring institutional approval is another ethical requirement. Researchers need to seek

authorization from appropriate institutional authorities, such as the school management or

ethics review board, before starting the research study. This ensures that the research ad-

heres to institutional plans and standards and lessens possible risks to participants.
Beneficence ought to assist the study procedure intending to make the most of advantages

while lessening risks to individuals. The research must add to boosting the well-being as

well as expert growth of special education teachers and address the challenges they deal

with in their work environment.

Finally, researchers need to follow ethical considerations in data handling and dissemina-

tion. This consists of making sure of precision honesty in information collection as well

as evaluation, along with clear coverage of findings. Any kind of recognizable info must

be anonymized or pseudonymized to safeguard the privacy of individuals.

By resolving these honest factors to consider, scientists can perform the research in a li-

able and honest way, valuing the legal rights and well-being of special education teachers

at Concepcion SpEd Center.

 RESULTS AND DISCUSSIONS

The qualitative interviews conducted with four special education teachers at Concepcion

SPED Center revealed key insights into their teaching methods and challenges. Four pri-

mary themes emerged from the thematic analysis: individualized instruction, ongoing as-

sessment and adaptations, collaboration and professional development, and inclusive and

innovative practices. Teachers emphasized the importance of tailoring instruction to meet

diverse student needs, utilizing ongoing assessment to inform teaching adjustments, col-

laborating with IEP team members, and fostering inclusive classroom environments

through innovative approaches. Despite their dedication, teachers faced challenges such

as limited resources and insufficient support. The study underscores the need for in-

creased resources, ongoing professional development, and stronger support systems to

enhance special education programs' effectiveness.

 Special Education Teacher A Special Education Teacher B

Emphasized adapting learning strategies to Highlighted the necessity of understanding

meet diverse needs through individualized students' strengths and learning styles, us-

plans, breaking tasks into smaller steps, ing varied assessment methods, and adjust-

and using assistive technologies. High- ing instructions accordingly. Emphasized

lighted the importance of ongoing assess- goal-oriented strategies, open communica-

ment, collaboration with IEP team mem- tion, and creating a bias-free classroom.

bers, and attending training seminars. Advocated for blended learning, regular

Stressed the holistic approach, including seminars, and effective use of assistive

practical life skills, while noting chal- technologies to support students' needs.

lenges like limited resources and insuffi-

cient funding.

Special Education Teacher C Special Education Teacher C

Focused on tailoring instructions based on Stressed continuous adaptation of

individual needs and progress. Emphasized teaching strategies using flexible

behavior modification and referral to ther- lesson plans, group work, and tech-

apists. Highlighted the use of visual and nology. Faced challenges in aca-

interactive materials, continuous adapta- demic, social, and behavioral areas,

tion of research-based strategies, and the addressed through professional de-

importance of professional development velopment and collaboration. High-

and parent-teacher conferences. lighted the importance of individu-

alized instruction, ongoing assess-

ment, and incorporating feedback

from parents and students. Empha-

sized teaching emotional literacy

and the impact of positive role

models with disabilities.

Discussion

The responses provided by Special Education Teachers offer valuable insights into the

complexities of meeting the diverse needs of students with special needs. Through the-

matic analysis, several key themes emerge, highlighting the challenges and strategies in-

volved in providing effective instruction for these students.

Theme 1: Individualization and Tailoring of Instruction

A recurring theme across all responses is the necessity for individualization and cus-

tomization of instruction to accommodate the unique requirements of each student.

Teachers emphasize the importance of adapting learning strategies, breaking tasks into

smaller steps, and providing additional support as needed. This tailored approach ac-

knowledges that students with special needs have diverse learning styles, abilities, and

preferences that must be considered to facilitate their academic and personal growth.

Theme 2: Ongoing Assessment and Adaptation

Continuous assessment is identified as a fundamental aspect of effective special educa-

tion instruction. Teachers stress the need for ongoing evaluation to monitor student

progress, identify areas of difficulty, and make necessary adjustments to teaching strate-

gies. By regularly assessing student performance and adapting instruction accordingly,

teachers can ensure that learning remains responsive to the evolving needs and abilities of

each student.
Theme 3: Collaboration and Professional Development

Collaboration emerges as a critical component of successful special education programs.

Teachers highlight the importance of working collaboratively with other members of the

educational team, including therapists, counselors, and parents, to develop and implement

individualized education plans. Additionally, ongoing professional development is identi-

fied as essential for staying abreast of the latest teaching methods and technologies, en-

abling teachers to provide high-quality instruction that meets the diverse needs of their

students.

Theme 4: Inclusive and Innovative Practices

Inclusivity and innovation are emphasized as key principles in special education instruc-

tion. Teachers underscore the importance of fostering inclusive classroom environments

that promote empathy, understanding, and equal opportunities for all students. Innovative

practices such as blended learning and the integration of assistive technologies are recog-

nized as valuable tools for supporting special needs learners and enhancing their educa-

tional experiences.

Through thematic analysis, several key themes emerge, which underscore the complexi-

ties and challenges inherent in providing quality education for these students while also

highlighting the innovative strategies and collaborative efforts necessary for their suc-

cess.

1. Individualization and Tailoring of Instruction:

 ● Special Education Teacher A emphasizes the importance of adapting

learning strategies to meet the diverse needs of students by breaking tasks

into smaller steps, providing additional support, and utilizing assistive

technologies. This sentiment is echoed by Teacher C, who stresses the

need for individualized instruction tailored to each student's specific needs

and responses.

● Special Education Teacher B reinforces the idea of knowing students indi-

vidually and identifying their strengths, weaknesses, and preferred learn-

ing styles. This personalized approach ensures that teaching strategies di-

rectly target the goals and needs of each student.

2. Ongoing Assessment and Adaptation:

● All teachers emphasize the importance of continuous assessment as an on-

going process rather than a one-time event. Special Education Teacher B

highlights the need for varied assessment methods to gain a comprehen-

sive understanding of student progress and make necessary adjustments to

improve learning outcomes.

● Special Education Teacher D underscores the importance of flexible les-

son plans and ongoing data analysis to address academic, social, and be-

havioral obstacles effectively. This iterative process of assessment and

adaptation is crucial for ensuring that teaching strategies remain respon-

sive to students' evolving needs.

3. Collaboration and Professional Development:

● Collaboration emerges as a central theme across all responses, with teach-

ers highlighting the importance of working collaboratively with other

members of the Individualized Education Program (IEP) team, therapists,

counselors, and parents. This collaborative approach ensures that goals are

relevant, measurable, and holistic.

● Professional development is identified as essential for staying updated on

the latest teaching methods, technologies, and interventions. Special Edu-

cation Teacher B emphasizes the value of workshops, courses, and ad-

vanced degrees in special education to enhance teachers' knowledge and

skills.

● Collaboration extends beyond the school environment to include partner-

ships with school administrators, who play a vital role in providing re-

sources, support, and a conducive learning environment for both students

and teachers.

4. Inclusive and Innovative Practices:

● Inclusivity and innovation are recurring themes throughout the responses,

with teachers emphasizing the importance of fostering an inclusive class-

room environment that promotes empathy, understanding, and equal op-

portunity for all students.

 ● Special Education Teacher B highlights the benefits of blended learning,

combining online activities with face-to-face instruction to provide flexi-

bility and individualized support. Additionally, the integration of assistive

technologies is recognized as a valuable tool for supporting special needs

learners and providing alternative ways of accessing information.

● Special Education Teacher D underscores the role of positive role models

with disabilities in inspiring students and boosting their engagement and

learning outcomes.

A bar graph representing the results of the thematic analysis, we can organize the data

into categories based on the key themes identified:

1. Individualization and Tailoring of Instructions

2. Ongoing Assessment and Adaptations

3. Collaboration and Professional Development

4. Inclusive and Innovative Practice

Assign each response to the appropriate category and then represent the frequency of the

responses in each category using a table.

Results of the
Research: Thematic Analysis of SPEd Teachers' Responses

Individ-
ualiza- Assessment & Collaboration & Profes- Inclusive & Inno-
tion Adaptation sional Development vative Practices

Special Ed.
Teacher A X X

Special Ed.
Teacher B X X X X
 Special Ed.
Teacher C X X X

Special Ed.
Teacher D X X X X
Key: X - Indicates the presence of the theme in the teacher’s responses.
Figure 1: Bar Graph

Result

The qualitative interviews with four special education teachers at Concepcion SPED Cen-

ter revealed several key insights into their teaching strategies and the challenges they en-

counter. The thematic analysis of the interview data identified four primary themes: indi-

vidualized instruction, ongoing assessment and adaptations, collaboration and profes-

sional development, and inclusive and innovative practices.

Individualized Instruction: All four teachers emphasized the importance of tailoring

learning strategies to meet the diverse needs of their students. This included breaking

tasks into smaller steps, providing additional time and support, and utilizing assistive

technologies. By individualizing instruction, teachers aimed to address each student's

strengths, challenges, and specific learning styles, ensuring that educational content was

accessible and effective for all.

Ongoing Assessment and Adaptations: The teachers highlighted the necessity of continu-

ous assessment to monitor student progress in academic, social, and emotional domains.

Three out of four teachers (75%) stressed that assessment should not be a one-time event

but an ongoing process that informs instructional adjustments. This approach allowed

them to make timely interventions and adapt their teaching methods to better support stu -

dent learning.

Collaboration and Professional Development: Collaboration with other members of the

Individualized Education Program (IEP) team, such as therapists and counselors, was

deemed essential by 75% of the teachers. They also underscored the importance of at-

tending training seminars and professional development opportunities to stay updated on

the latest teaching methods and technologies. This collaborative and continuous learning

approach helped them to enhance their instructional strategies and address students' di-

verse needs comprehensively.

Inclusive and Innovative Practices: Three teachers (75%) discussed the significance of

creating an inclusive classroom environment that promotes empathy and understanding

among peers. Innovative practices such as the integration of technology, flexible lesson

plans, and group work were used to engage students actively. These practices aimed to

foster a supportive and inclusive learning atmosphere, encouraging student participation

and collaboration.

The thematic analysis highlights the dedication and commitment of Special Education

Teachers to providing quality instruction for students with special needs. By emphasizing

individualization, ongoing assessment, collaboration, and innovation, teachers strive to

create inclusive learning environments that empower students to succeed academically

and personally. Despite the challenges they face, teachers demonstrate a steadfast com-

mitment to meeting the diverse needs of their students and ensuring that every child has

the opportunity to reach their full potential.

Summary, Conclusion, and Recommendation

This section includes a summary of the findings, the conclusions that were drawn from

the findings, and the corresponding recommendations.

Summary of Findings

The research conducted at Concepcion SpEd Center focused on the teaching strategies of

special education teachers and their implementation in an inclusive classroom setting.

The study revealed that teachers adapt their teaching methods to cater to the individual

needs of students with disabilities, employing a variety of strategies such as personalized

learning plans, flexible lesson plans, group work, and the integration of technology. De-

spite their efforts, teachers face significant challenges, including limited resources, insuf-

ficient funding, and a lack of specialized training materials and support. The thematic and

content analysis of qualitative interview data highlighted the prevalence of these issues

across the dataset, emphasizing the need for a systematic approach to address the chal-

lenges faced by special education teachers.

Conclusion
The research underscores the critical role of special education teachers in fostering an in-

clusive learning environment that accommodates the diverse needs of students with dis-

abilities. While teachers are committed to adapting their strategies to support their stu-

dents' learning, systemic issues such as resource constraints, insufficient funding, and the

need for more specialized training and materials significantly hinder their efforts. The

study highlights the importance of addressing these challenges to improve the quality of

special education provision and ensure that all students have equal opportunities to suc-

ceed academically.

Recommendation

Based on the findings, the following recommendations are proposed to support special

education teachers and enhance the learning experience of students with disabilities:

1. Increase Investment in Special Education Resources: Allocate more funding to

special education programs to provide teachers with the necessary resources, in-

cluding assistive technology, learning materials, and access to specialized training

opportunities.

2. Professional Development for Teachers: Implement ongoing professional devel-

opment programs for special education teachers to equip them with the latest

teaching strategies and knowledge on how to effectively support students with di-

verse needs.

3. Collaborative Partnerships: Foster collaborative partnerships between special edu-

cation and general education teachers to promote inclusive practices and ensure a

supportive learning environment for all students.

 4. Policy and Infrastructure Support: Advocate for policy reforms and infrastructure

improvements that address the gaps in special education services, ensuring that

schools are equipped to offer high-quality education to students with disabilities.

5. Community and Parental Engagement: Encourage active involvement of parents

and the community in the education process, providing them with the necessary

support and resources to reinforce learning at home and advocate for their chil-

dren's needs.

By implementing these recommendations, it is hoped that the challenges faced by special

education teachers can be alleviated, leading to a more inclusive and supportive educa-

tional environment for students with disabilities.

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Em23S2ulimN22sjc1QkXCGIkKdtM

https://files.eric.ed.gov/fulltext/EJ1296259.pdf

https://eric.ed.gov/?q=challenges%20of%20a%20sped

%20teacher&ff1=dtySince_2020&ff2=eduElementary

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https://eric.ed.gov/?q=Challenges%20of%20a%20sped%20teacher%20in%20elementary

%20school&id=EJ1409296&fbclid=IwAR1n_TIyyANOh4F-

BAStu3VMfwSZBIpyf_KoCMhB9Ea1L2wxl5P0tjgLKi0

https://european-science.com/eojnss/article/view/6775?fbclid=IwAR1AXfwnfbFp5-Re-

6Dg01_bG0-krdRzQSHIPtQ83GlpXiX22GWSWMYqSM8

https://philssj.org/index.php/main/article/view/646?fbclid=IwAR1k_lCY2-u50A-

HdTETG4cHnUbaUeU7TYAWl2BEml0uNqwEL-A9ZPcp4o4

https://doi.org/10.37134/saecj.vol10.1.4.2021?

fbclid=IwAR2gU6TcbQnlmhEUSFGSxyA3uNYwOYR3YiSeXKetjS88xMK5laoPb97A

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fbclid=IwAR1jH3WBLPN2aoDZRDguZwQ34TSgv_CN9uoSTF5Wg2PcyYiH_sMCw1

wj2Iw
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377190395_READINESS_AND_CHALLENGES_OF_GENERAL_EDUCATION_TEA

CHERS_ON_THE_IMPLEMENTATION_OF_INCLUSIVE_EDUCATION?

fbclid=IwAR0mtBdzjJ_j8s36EqFbx85hIdPzKxRTcl9cb-iVb2AlAw_NT3EdUGMuZhE

https://scimatic.org/show_manuscript/999?

fbclid=IwAR15kKeufzxz2i8qgYi6evC_LwJXAbMX_Q9sCzdc7leCHeOdckVwZmzOg

Ao

https://journals.sagepub.com/doi/10.1177/2158244020950657

https://ojs.upsi.edu.my/index.php/SAECJ/article/view/3539?

fbclid=IwAR3mQhyZQAm5KoUyabc5plFPlbGGKsxcxMOiVI2Dl2MaK3hlPqEHZrIs-ZE

https://philpapers.org/rec/TUSTLE?fbclid=IwAR3Neq0OFOenYlW3-
CNglXalsxVtTTSDDm9xxZHKiDH0Pe5gw6dtxJrxo0c

https://www.philair.ph/index.php/jpair/article/view/638?
fbclid=IwAR15JD0j8S0RZevham7__XuwTjqa_YsVIxIAzw51BnZcVTsu-iKuRLTlIsU

https://journal.formosapublisher.org/index.php/eajmr/article/view/856?
fbclid=IwAR0xNHdsIOsE3aB9ZHOOPyj11RmQfQM0ZOiQJ82mm4-4XT7MnhhgJ_G3hpo

https://eric.ed.gov/?q=sped%20in%20the
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https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1715?
fbclid=IwAR30-VwzCp38mVHQSDGIeWyZDZBIKYfbMlbCK76glL1U_w00OSDKnYc9kR0
APPENDICES