Abstract
Children with developmental disabilities face significant learning challenges, making early intervention in daycare centers essential (American Academy of Pediatrics, 2020). In Davao City, the demand for inclusive education continues to grow, yet many daycare centers struggle with limited resources, insufficient teacher training, and inconsistent parental involvement (Knopf, 2019). This phenomenological study explores the experiences of five special education teachers working in daycare settings, focusing on the teaching strategies they use, the challenges they face, and the role of parental engagement. Data were collected through semi-structured interviews and analyzed thematically (Merriam & Tisdell, 2016). Findings reveal that structured routines, multisensory learning, and play-based instruction support cognitive and social development in children with developmental disabilities (Case-Smith, Weaver, & Fristad, 2013; Dunlap et al., 2018). However, the lack of specialized training and inadequate learning materials limit their full implementation (Heward, 2021). Parental involvement also varies, with some families actively reinforcing learning while others rely heavily on digital devices, raising concerns about developmental delays (Ginsburg, 2007). Guided by Bronfenbrenner’s (1979) ecological systems theory and Vygotsky’s (1978) sociocultural theory, this study highlights the importance of structured support and interactive learning. Addressing these challenges requires investment in teacher training, improved access to learning resources, and stronger collaboration between daycare centers and families to create an inclusive and effective early learning environment (Odom et al., 2019).
