TEACHING Beyond Limits: A Multiple Case Study of Language Teachers’ Effective Strategies in Handling Learners with Special Needs EDUCATION

Abstract

This qualitative multiple-case study investigated the effective teaching strategies of regular  language teachers for secondary learners with Special Needs Education (SNED) in Region XI.  Data were collected through in-depth interviews with five participants using maximum variation  sampling to capture diverse experiences on teaching strategies in handling learners with special  needs. A cross-case analysis was conducted to analyze similarities and differences after employing  thematic analysis for recurring patterns and themes. Findings revealed that in teaching strategies,  peer-mediated support, task simplification, and inclusive classroom support are similar in all cases,  while being different in multisensory teaching, individualized support, and personalized learning  instructions. To address the challenges in implementing the strategies, teachers adopted approaches  such as employing supportive and positive interventions, fostering collaborative problem-solving  with colleagues and specialists, and building peer accountability, which were common in all cases.  Moreover, implementing instructional flexibility, personalizing learning materials with ICT tools,  tracking participation to support learner needs, and applying strategic routines were different  among all cases. Teachers demonstrated proactive and responsive approaches considering the  workloads and other limitations of the teacher participants.