Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 34 no. 6 (2026)

Speaking To Learn, Learning To Speak: A Case Study on Teaching Approaches for Learners with Language Learning Disabilities

Marjorie Carreon | Belinda Bagcal | Gecemie Bakiao | Maricor Joy Lanticse | Ruby Pabon | Hazel Jade Huliganga

Discipline: others in psychology

 

Abstract:

Inclusive education for learners with disabilities faces several challenges across different countries. This study employed a qualitative case study design to explore the teaching strategies used by Special Education (SPED) teachers to support learners with LLDs in diverse educational settings. Purposive sampling was used to select (3) three Special Education (SPED) teachers from Davao Oriental, Philippines who had direct experience in teaching students with Language Learning Disabilities (LLDs). Data were gathered through in-depth interviews and classroom observations to capture the instructional methods, challenges, and coping mechanisms of teachers. The findings revealed that Special Education (SPED) teachers faced significant difficulties in communication, behavioral management, and access to teaching resources, which affected their ability to implement effective language development strategies. To address these challenges, teachers utilized adaptive strategies such as visual aids, assistive technology, structured routines, and individualized interventions. Collaboration with parents, therapists, and fellow teachers emerged as an important factor in improving instructional effectiveness. The study highlighted the importance of differentiated instruction and strong support systems in improving learning outcomes for students with Language Learning Disabilities (LLDs). Based on the findings, it is recommended that schools provide continuous training, increase access to specialized learning materials, and strengthen collaboration among stakeholders to enhance inclusive education for learners with Language Learning Disabilities (LLDs).



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