Intervention Strategies for Children with Intellectual Challenges

This study examined intervention strategies for children with intellectual challenges in public elementary schools in Pangasinan Division I during the 2025–2026 school year. The research focused on determining the effectiveness of different intervention strategies and identifying whether teachers’ profiles, such as age, sex, civil status, educational attainment, teaching experience, and relevant training, influenced their effectiveness in supporting learners with special needs. Statistical tools used in analyzing the data included frequency counts, percentages, average weighted means, Analysis of Variance (ANOVA), and the Pearson Product-Moment Correlation Coefficient. The findings revealed that most respondents were middle-aged, female, married, highly educated, and had six to fifteen years of teaching experience. However, many teachers had limited participation in professional development and specialized training, which may affect their ability to address the needs of children with intellectual challenges effectively. Teachers generally perceived intervention strategies as effective, particularly early identification and assessment practices. Results also showed that teachers shared similar perceptions regardless of demographic differences. Furthermore, higher educational attainment and participation in regional training programs significantly improved the effectiveness of intervention strategies, while age, gender, and teaching experience showed no significant influence. The study concluded that continuous professional development, advanced education, and specialized training are essential in improving the competence of SNED teachers. It also emphasized the importance of early identification, assessment, and strengthened intervention approaches to enhance the academic, social, and behavioral development of children with intellectual challenges.