The Teaching Strategies of Aklan on Teachers in Inclusive Classrooms
Abstract:
This study explored the teaching strategies employed by Aklanon teachers in delivering instruction to children with special needs within inclusive classrooms. The participants were primarily middle-aged teachers (average age of 38) with around 12 years of teaching experience and graduate-level academic units. Most handled learners with specific learning disabilities and demonstrated strong professional values—particularly compassion, patience, per severance, and a commitment to fostering the holistic development of each child. Collaborative engagement with colleagues and parents emerged as the most frequently used instructional strategy, reflecting a community-oriented approach to inclusion. To address behavioral challenges among learners with special needs, teachers relied mainly on patience and mentorship from experienced special education practitioners. The study recommends that teach ers engage in regular reflective practice to evaluate the effectiveness of their instructional methods, continuously enhance their competence in classroom management and discipline, and employ diverse assessment tools—formal, informal, and alternative—to better support student progress.
