Difficulties and Techniques: English Teachers Management in Teaching Differently Abled Students in Secondary School

Ardianta Sabtu, Oktober 03, 2026
Illustration by AI
FORMOSA NEWS

Teaching Strategies and Key Challenges of High School English Teachers Managing Differently Abled Students in Maguindanao

A qualitative research study published in September 2026 examines the instructional strategies and operational challenges faced by secondary school English teachers managing differently abled students. The investigation was conducted by Aslima M. Amir, Jamirah L. Dimao, and Baireham A. Guianalan from Illana Bay Integrated Computer College Inc. in Parang, Maguindanao del Norte, Philippines. Published in the Indonesian Journal of Contemporary Multidisciplinary Research (MODERN), the study highlights critical educational realities in regional high schools. These findings are essential for shaping regional inclusive education policies, refining teacher training programs, and improving classroom resource allocation in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM).

Background and Relevance

Inclusive education seeks to provide equal learning opportunities by integrating students with physical, sensory, or learning impairments into general education classrooms. In language education, mastering skills such as speaking, reading, listening, and writing presents unique hurdles for students with disabilities. In regions like Maguindanao del Norte, implementing inclusive policies mandated by the Department of Education faces compounded obstacles, including geographical remoteness, cultural nuances, severe resource shortages, and minimal formal training in special education for general teachers. Understanding the direct classroom experiences of educators in these environments is vital to bridging the gap between national education mandates and classroom realities.

Simplified Methodology

The research utilized a qualitative design focused on a phenomenological approach to explore the lived experiences of educators. Aslima M. Amir, Jamirah L. Dimao, and Baireham A. Guianalan conducted semi-structured, in-depth interviews with five secondary school English teachers actively managing differently abled students in Parang, Maguindanao del Norte. The study site included Ruth Manion Babao Memorial National High School, Parang National High School, and Making Integrated Vocational and Technology High School. The gathered interview data were transcribed verbatim and analyzed using Colaizzi’s phenomenological framework to identify recurring thematic clusters.

Key Findings

The empirical data revealed that educators implement five main instructional strategies while confronting four primary operational challenges:

  • Differentiated and Adjusted Instruction: Teachers adapt lesson tasks to fit individual physical or cognitive needs, such as substituting oral presentations with tailored written assignments for students with speech impairments like cleft palate.
  • Individualized Support and Student-Centered Care: Educators provide one-on-one explanations and targeted guidance while maintaining regular lesson flow for the rest of the class.
  • Collaborative Learning and Peer Guidance: Group work and structured peer support encourage inclusive social interaction, equal treatment, and mutual academic assistance.
  • Adapted Learning Materials: Teachers supplement standard textbooks with visual aids, online research, and specific manual texts to facilitate comprehension and mitigate feelings of isolation.
  • Supportive Classroom Culture: Educators deliberately cultivate a classroom atmosphere rooted in patience, respect, and encouragement to foster student confidence.

The major difficulties encountered by English teachers include:

  • Communication and Language Barriers: Speech and hearing impairments severely affect students' ability to perform in oral language exercises.
  • Shortage of Specialized Resources: A total absence of specialized tools, such as Braille texts, assistive software, and adaptive audio materials, hinders effective delivery.
  • Heavy Workloads and Time Constraints: Administrative paperwork and tight class scheduling limit the time teachers can allocate to individual student support.
  • Weak Foundational Skills: Knowledge retention difficulties among students make language skill acquisition an uphill process.

Implications and Real-World Impact

The study underscores the urgent need for structural support systems within inclusive secondary education. School administrators and education policymakers should establish targeted professional development programs focused on differentiated pedagogy, classroom management for diverse learners, and basic assistive communication strategies. Furthermore, local government units and educational bodies must prioritize funding for specialized teaching tools and adaptive media.

Emphasizing the necessity of institutional backing, Aslima M. Amir, Jamirah L. Dimao, and Baireham A. Guianalan from Illana Bay Integrated Computer College Inc. noted, "Strengthening teacher training programs, improving access to instructional materials, and promoting collaboration among educators may contribute to more effective teaching practices and meaningful learning opportunities for differently abled students".

Author Profile:

Aslima M. Amir, Jamirah L. Dimao, and Baireham A. Guianalan are academic researchers at Illana Bay Integrated Computer College Inc. in Parang, Maguindanao del Norte, Philippines, specializing in inclusive education, English language teaching methodologies, and qualitative educational research.

Source Information:

Ardianta

Diposting oleh Ardianta

Posting Komentar

0 Komentar