Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 2 (2025)

Exploring Teachers’ Strategies in Supporting Students with Learning Difficulties

Jessa Canoy | Bryan L Cancio

Discipline: Education

 

Abstract:

Inclusive education presents both challenges and opportunities, particularly in rural settings where resources and specialized training are limited. This qualitative phenomenological study explored the lived experiences, perceptions, and instructional practices of elementary teachers working with students with learning difficulties in the Lupon East District, Division of Davao Oriental. The study aimed to understand how teachers adapted their strategies to address diverse learner needs and foster inclusion in a resource-constrained environment. Guided by Vygotsky’s Sociocultural Theory, Bandura’s Social Cognitive Theory, and Tomlinson’s Differentiated Instruction Model, the research employed purposive sampling to select seven general education teachers. Participants responded to semi-structured, open-ended online questionnaires that facilitated an in-depth exploration of their instructional approaches and the challenges they faced. Data were analyzed using Braun and Clarke’s six-phase thematic analysis. Findings revealed that teachers consistently applied differentiated instruction by modifying content, employing multimodal teaching strategies, and varying assessments to accommodate diverse learning styles. They also used flexible grouping, peer collaboration, and culturally responsive methods to promote inclusion. Motivational strategies such as positive reinforcement, achievable goal-setting, and consistent encouragement were essential in fostering students’ confidence and self-efficacy. Despite their commitment, participants identified significant barriers, including limited instructional resources, lack of formal special education training, and time constraints. These factors hindered the sustained implementation of inclusive practices. The study highlights the urgent need for targeted professional development, improved resource allocation, and stronger homeschool partnerships to support inclusive education in under-resourced rural contexts. These findings offer valuable insights for educators, policymakers, and researchers seeking to enhance equitable learning opportunities for students with learning difficulties.



References:

  1. Ainscow, M. (2020). Promoting equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
  2. Allday, R. A., & Pakurar, K. (2007). Using teacher praise and reprimands to improve student on-task behavior. Journal of Applied Behavior Analysis, 40(3), 517–520. https://doi.org/10.1901/jaba.2007.40-517
  3. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Author.
  4. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  5. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008- 9068-5
  6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  7. Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed classrooms: Theory and practice. Journal of Child & Adolescent Trauma, 9(4), 235–246. https://doi.org/10.1007/s40653-016- 0113-5
  8. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  9. Department of Education. (2021). Basic education development plan 2030. Department of Education, Republic of the Philippines. https://www.deped.gov.ph
  10. DepEd Tambayan. (2023). Differentiated instruction strategies in the Philippine classroom. https://www.depedtambayan.org
  11. DuBois, D. L., & Karcher, M. J. (Eds.). (2014). Handbook of youth mentoring (2nd ed.). SAGE Publications.
  12. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  13. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
  14. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta- analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
  15. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
  16. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  17. Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers (8th ed.). Pearson.
  18. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
  19. Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all (3rd ed.). Corwin.
  20. Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from https://www.cast.org
  21. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  22. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
  23. Hornby, G. (2011). Inclusive education for children with special educational needs: A critique of policy and practice in the UK. International Journal of Inclusive Education, 15(3), 231–240. https://doi.org/10.1080/13603110902783371
  24. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269. https://doi.org/10.1177/0042085905274540
  25. Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms.Teaching and Teacher Education, 25(4), 535–542. https://doi.org/10.1016/j.tate.2009.02.010
  26. Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy.Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
  27. McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Journal of Special Education, 40(3), 161–169. https://doi.org/10.1177/00224669060400030301
  28. Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). Routledge.
  29. NCII (National Center on Intensive Intervention). (2014). Effective instructional practices for students with disabilities. https://intensiveintervention.org
  30. Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students (7th ed.). Pearson. Republic Act No. 10533, Enhance Basic Education Act of 2013, Republic of the Philippines. (2013).https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
  31. Republic Act No. 11650, Inclusive Education Act of 2022, Republic of the Philippines. (2022). https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/
  32. Rose, R., Shevlin, M., & Fletcher-Campbell, F. (2012). The challenges of inclusive education in rural and isolated settings. International Journal of Inclusive Education, 16(12), 1347–1365. https://doi.org/10.1080/13603116.2011.626176
  33. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and applications. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2020.101832
  34. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  35. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
  36. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
  37. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
  38. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7–26. https://doi.org/10.1016/S0022-4405(01)00092-9
  39. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all.
  40. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000373718
  41. Vaughn, S., & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems (8th ed.). Pearson.
  42. Vaughn, S., & Linan-Thompson, S. (2003). Grouping practices and interventions for students with reading difficulties. Reading Research Quarterly, 38(2), 168–176. https://doi.org/10.1598/RRQ.38.2.3
  43. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press. (Original work published 1930)
  44. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294. https://doi.org/10.3102/00346543063003249
  45. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
  46. Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic