Abstract
This study examines the efficacy of scaffolding, positive reinforcement, differentiated instruction, and structured routines in supporting the cognitive and behavioral development of children with developmental disorders. Using a qualitative case study design with embedded units, data were collected through interviews and focus group discussions with ten (10) special education teachers who have at least two years of experience working with students with developmental disorders. Findings indicate that these teaching strategies significantly impact students' attention, problem-solving abilities, social skills, and emotional regulation. Teachers emphasized the importance of structured environments and reinforcement techniques in fostering student engagement and minimizing disruptive behaviors. However, they also reported challenges such as classroom management difficulties, limited resources, and the need for stronger collaboration with parents and school administrators. The study underscores the necessity of professional development programs to equip educators with effective teaching strategies. It also highlights the need for better resource allocation, including specialized learning materials and training opportunities. These findings contribute to the growing body of research advocating for evidence-based instructional approaches in special education. Future research should explore the long-term effects of these strategies and the role of parental involvement in reinforcing student learning beyond the classroom.
