A Convergent Mixed-Method Study on the Teachers’ Practices and Challenges in the Implementation of Special Education (SpEd) Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 32, Issue 10
Abstract
This convergent mixed-method study identified and ranked the practices and challenges of teachers in the implementation of Special Education (SpEd) Program. This study was conducted at the five private SpEd schools in Iloilo City during the SY 2023-2024. The participants for the quantitative research were the twenty five (25) teachers in all schools. The five teachers were selected as interviewees to gather the qualitative data. The duly validated instrument was used to determine the rank of the practices and challenges. The quantitative analysis that utilized ranking revealed the identified top five practices: individualized instruction, differentiated instruction, collaborative teaching, multisensory instruction, and behavior management technique. These findings were justified through the interview results. The challenges identified among the practices were the lack of specialized training for teachers, limited resources, and diversity of needs. These challenges were both found in the quantitative and qualitative results and were addressed through collaboration, resourcefulness, and attendance in trainings on their own. Thus, the project Teacher Excellence Advancement Project (TEAP) was proposed to enhance the practices and to address the challenges.
Authors and Affiliations
Angelica Alegoro , Myrna Pios , Natalia Lizada
Keywords
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- EP ID EP766146
- DOI 10.5281/zenodo.14967211
- Views 11
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