TEACHING BEYOND THE NORM: LIVED EXPERIENCES OF TEACHERS ADAPTING STRATEGIES FOR PUPILS WITH LEARNING DIFFICULTIES

LEAH S. SUAGAN

Abstract


This study explored teachers’ experiences in adapting instruction for learners with learning difficulties using a qualitative narrative design. Seventeen teachers participated, including ten in in-depth interviews and seven in a focus group discussion. The first result revealed that teachers’ lived experiences centered on differentiated instruction, structured classroom management, inclusive practices, and strong professional commitment, demonstrating how they continuously adjusted content, behavior strategies, and learning environments to meet diverse needs. The second result showed that teachers employed coping strategies such as scaffolding, diagnostic assessment, emotional self-regulation, and collaboration with colleagues and stakeholders, enabling them to manage instructional and emotional challenges effectively. The third result highlighted key insights emphasizing adaptive mindsets, the need for supportive policies, targeted professional development, and the importance of an inclusive school culture in sustaining effective teaching practices. Overall, the findings underscored that inclusive teaching requires both individual adaptability and institutional support to ensure meaningful learning experiences. This study recommended strengthening professional development programs, enhancing collaborative support systems, and improving policy frameworks to better equip teachers in addressing the needs of learners with difficulties.

Keywords


Education, Teachers’ Lived Experiences, Adapting Strategies, Pupils Learning Difficulties, Qualitative Study, Municipality of Makilala, Philippines UN Sustainable Development Goals (SDGs) Aligned: SDG 4: Quality Education SDG 10 – Reduced Inequalities S

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i4.318

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