Instructional Strategies of Special Needs Education Teachers

This study examined the instructional strategies used by Special Needs Education (SNED) teachers in Pangasinan Division I during the 2025–2026 school year. It evaluated the extent of strategy utilization in relation to teachers’ profiles, including age, sex, civil status, educational attainment, teaching experience, and training. The study also determined whether differences and relationships exist between these profiles and the use of instructional strategies. Data were analyzed using frequency counts, percentages, weighted means, ANOVA, and Pearson correlation to provide a clear interpretation of the results. The findings revealed that most respondents are female (96%), married (67%), and within the age range of 31–40 (47%), indicating a relatively stable and experienced teaching workforce. However, the sample underrepresents younger teachers and those with only a bachelor’s degree. Overall, the utilization of instructional strategies for learners with Autism Spectrum Disorder (ASD) is described as “very extensive,” with no significant differences observed across teacher profiles. This suggested that SNED teachers consistently apply effective instructional practices regardless of their demographic characteristics. The study concluded that while the sample’s lack of diversity may limit the results, SNED teachers demonstrated a high level of commitment and competence in implementing instructional strategies. Their consistent use of these strategies reflects a strong ability to support learners with special needs. The study recommended including more diverse participants in future research to improve generalizability. It also emphasized the importance of continuous professional development, along with regular assessment and feedback, to further enhance teaching practices and meet the evolving needs of learners.