Beyond the Classroom Struggles: A Case Study of a Special Education Teacher Supporting a Learner with Adaptive Skill Difficulties
Miralona Andan, Jack Manatad, Rubina Oliveros, Edward Ryan Gulam, Rheamarie Jo Cerbo
Received: 14 April 2026; Revised: 22 May 2026; Accepted: 28 May 2026; Published: 30 May 2026
DOI: https://doi.org/10.66074/AST66N88M7
Abstract
Inclusive education continues to be hindered by negative attitudes and systemic barriers toward learners with special needs. This study aimed to investigate the challenges encountered, coping mechanisms employed, and insights gained by a receiving teacher working with a learner who had difficulty applying adaptive skills. A qualitative case study design was utilized, involving one purposively selected receiving teacher and key informants, including a parent, co-teacher, school principal, and school personnel from a SPED school in Mati City, using in-depth interviews and thematic analysis. Findings revealed challenges characterized by non-conducive, resource-limited learning environments, limited inclusivity, and misunderstandings among stakeholders, as well as systemic gaps in support, training, and implementation. Coping mechanisms included adaptive and differentiated teaching practices, collaborative support systems among stakeholders, and reflective practice for professional growth, while insights highlighted responsive instruction, integrated home–school partnerships, and the need for systemic support in inclusive education. The findings imply that strengthening institutional support systems, stakeholder collaboration, and teacher capacity-building initiatives is essential to promote sustainable and effective inclusive education practices.
Keywords: adaptive skills, collaboration, inclusive education, teacher experiences
Author Information: Holy Cross of Davao College, Davao City, Philippines; miralona.andan@hcdc.edu.ph
Volume 2, Issue 2, June 2026