Abstract
This phenomenological research study explored the challenges and strategies of six identified special education teachers in the Legazpi City Division. The study employed in-person interviews using a validated instrument and audio recordings. The study focused on the assessment of students' current levels of functioning, planning and individualized education programs, collaboration and consultation with multidisciplinary team members, and adaptation of content activities. Results deduced from coding revealed that reading and discussion method, monopolizing decisions, and additional cost in modifying instructional materials were the major challenges. Moreover, the individualized instructions, strong motivation, and classroom policies, content, and modifying instructional materials were major strategies. The study formulated a holistic context-based special education teaching strategies program that highlights the faculty management program, the students support program, and the administrative support program. Faculty development programs aid teachers in not being left behind. Investing in teachers’ professional growth is suggested.
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