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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–2 of 2 research entries

Student Research

Non-Sped Teachers’ Experiences In Handling Physically Challenged Students

Anna Realyn L. Argawanon, Kierra O. Entero, Yonel I. Aba Ño, Mery Jane E. Alberio, Lovely Syra A. Añasco, Pretty Joy T. Aro, Ivy Jane M. Tirol

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Non-SPED teachers’ experiences handling physically challenged students reveal their strategies, challenges, and commitment to inclusive education. This study investigates the experiences of non-SPED teachers at Cordova Central Elementary School in supporting physically challenged students. It examines how they deliver instruction, assess learning progress, and implement monitoring and feedback strategies. The study also explores their teaching methods, encountered challenges, and coping mechanisms. Adopting a qualitative phenomenological approach, data were collected from seven non-SPED teachers across various grade levels through open-ended, in-depth interviews. Thematic analysis revealed that teachers employ instructional adaptations, differentiated instruction, assistive technologies, peer tutoring, and multi-sensory approaches to meet students' diverse needs. Despite their dedication, teachers face challenges such as limited accessibility, insufficient resources, time constraints, and difficulties in tracking learning outcomes. They cope by maximizing available resources, modifying instruction, collaborating with specialists, and adapting classroom environments. Findings show that while non-SPED teachers are committed to inclusive education, they need additional support, professional training, and resources to address the needs of physically challenged students effectively. Their practices align with the Universal Design for Learning (UDL) and Inclusive Education Theory. The study recommends peer support programs, enhanced assistive technology integration, increased administrative backing, continuous professional development, improved classroom management, and stronger parental involvement to improve teaching effectiveness and student outcomes.

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Student Research

Parents Of Learners With Special Education Needs (Lsen) Level Of Support Towards Inclusive Education

Jonel Rey A. Dico, Noreen G. Aying, Gabriel A. Baguio, Rosana D. Baguio, Jeralyn I. Bahinting, Rina P. Bensi

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study explored parental support for inclusive education for learners with special education needs, aiming to understand the level of assistance parents provide in academic, emotional, and physical aspects. The study investigated the types of special needs learners commonly observed at Lapu-Lapu City Central Elementary School and the challenges and coping mechanisms experienced by parents, utilizing frequency and ranking analysis, weighted mean calculations, and thematic content analysis to interpret the data. Results indicate the significant prevalence of autism spectrum disorder among learners with special needs and the varying levels of parental support across different need categories, implying the parents showed positive and highly supportive attitudes in areas where the children needed the most by considering their type of learners with special education needs, highlighting the importance of tailored assistance for each aspect of a child's development. However, parents also face challenges such as emotional distress, communication difficulties, behavioral challenges, and fear of bullying and negative treatment, which they address through coping mechanisms like emotional support and patience, communicating with teachers and schools, providing encouragement, and trust in God and the school environment. In conclusion, parents' support does matter to the type of learner with special education needs. It also emphasizes the significance of parental involvement in promoting inclusive education for learners with special needs. Recommendations include enhancing parental support such as collaboration with educators and therapists, establishing routines at home, advocating for inclusive education, encouraging hands-on learning experiences, multi-sensory teaching at home, and encouraging self-confidence that further empowers parents in facilitating their children's educational journey towards inclusivity.

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