Exploring Teachers’ Strategies in Supporting Students with Learning Difficulties

Inclusive education presents both challenges and opportunities, particularly in rural settings where resources and specialized training are limited. This qualitative phenomenological study explored the lived experiences, perceptions, and instructional practices of elementary teachers working with students with learning difficulties in the Lupon East District, Division of Davao Oriental. The study aimed to understand how teachers adapted their strategies to address diverse learner needs and foster inclusion in a resource-constrained environment. Guided by Vygotsky’s Sociocultural Theory, Bandura’s Social Cognitive Theory, and Tomlinson’s Differentiated Instruction Model, the research employed purposive sampling to select seven general education teachers. Participants responded to semi-structured, open-ended online questionnaires that facilitated an in-depth exploration of their instructional approaches and the challenges they faced. Data were analyzed using Braun and Clarke’s six-phase thematic analysis. Findings revealed that teachers consistently applied differentiated instruction by modifying content, employing multimodal teaching strategies, and varying assessments to accommodate diverse learning styles. They also used flexible grouping, peer collaboration, and culturally responsive methods to promote inclusion. Motivational strategies such as positive reinforcement, achievable goal-setting, and consistent encouragement were essential in fostering students’ confidence and self-efficacy. Despite their commitment, participants identified significant barriers, including limited instructional resources, lack of formal special education training, and time constraints. These factors hindered the sustained implementation of inclusive practices. The study highlights the urgent need for targeted professional development, improved resource allocation, and stronger homeschool partnerships to support inclusive education in under-resourced rural contexts. These findings offer valuable insights for educators, policymakers, and researchers seeking to enhance equitable learning opportunities for students with learning difficulties.