Difficulties and Techniques: English Teachers Management in Teaching Differently Abled Students in Secondary School
DOI:
https://doi.org/10.55927/modern.v5i5.55Keywords:
Inclusive Education, English Teachers, Differently Abled Students, Phenomenology, Teaching StrategiesAbstract
This study aimed to examine the teaching strategies and challenges faced by English teachers in managing differently abled students in secondary schools. It focused on the lived experiences of English teachers in selected secondary schools in Parang, Maguindanao del Norte. This study used a qualitative research design employing a phenomenological approach with five (5) participants. Semi-structured in-depth interviews were utilized in gathering the data. The findings revealed that teachers employed various strategies in managing differently abled students, which were categorized into five major themes: use of differentiated and adjusted instruction, provision of individualized support and student-centered instruction, use of collaborative learning and peer support, use of instructional materials and learning resources, and promotion of an inclusive and supportive learning environment. These strategies helped improve student participation, comprehension, and engagement in English classes. On the other hand, the challenges encountered by teachers were grouped into four major themes: communication and language difficulties, lack of resources and instructional materials, difficulty in addressing individual needs and providing support, and time constraints, lesson pacing, and workload. These challenges affected lesson pacing, classroom management, and the ability of teachers to provide equal attention to all learners
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