Empowering inclusive education : a narrative case study exploring special education teaching approaches and experiences in an intervention center in San Pablo City, Laguna

Date

2025

Adviser

Ma. Grechelle Lyn D. Perez

Principal

Mabel S. Buela

Abstract

Investing in the professional development of special education (SPED) teachers is critical to enhancing the quality of education for students with special needs. Equipping teachers with up-to-date knowledge, strategies, and practical tools not only improves instructional delivery but also supports the achievement of meaningful learning outcomes. Despite growing research on SPED practices, limited attention has been given to the real-world challenges novice teachers face, particularly in local intervention centers where resources and support systems may be lacking. This study explored the teaching approaches of five early-career SPED teachers in a selected intervention center in San Pablo City, Laguna, with the aim of identifying effective approaches, challenges, and areas for professional growth. Using a narrative case study design and data triangulation, the research gathered insights through an open-ended survey, focus group discussion (FGD), key informant interview (KII), and class observation. Thematic analysis revealed eleven key themes, including: (1) Individual Student-Centered Teaching Approaches, (2) Effectiveness of Behavioral Approaches, (3) Effectiveness of Individualized Instruction, (4) Indicators of Student Improvement and Development, (5) Challenges Faced in Teaching, (6) Student Resources and Environment, (7) Role of Stakeholder Support in Learning, (8) Lack of Training, (9) Community Support, (10) Resourcefulness in Professional Growth, and (11) Inclusive and Multi-approach Training. Findings indicate the effectiveness of individualized instruction, behavioral interventions, and multi-sensory learning while also highlighting persistent challenges such as limited resources, student behavior, inconsistent parental support, and insufficient professional training. The study recommends expert-led, content-specific training programs and stronger institutional frameworks to empower teachers and promote an inclusive, responsive learning environment for students with special needs.

Language

English

Location

UP Rural High School

Notes

To access this capstone, please contact the UP Rural High School Library at uprhslibrary.uplb@up.edu.ph. You may also visit the library in person, provided you secure prior confirmation from the librarian. We will be happy to assist you.

Document Type

Capstone

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