Individualized Education Programs (IEPs) in Practice: A Qualitative Study on the Challenges in the Context of Its Implementation

Abstract

This qualitative study examined the implementation of Individualized Education Programs (IEPs) in public and private elementary special education schools in Tacloban City, Philippines, employing Braun and Clarke’s reflexive thematic analysis of data collected from 14 special education teachers. Based on Bronfenbrenner’s Ecological Systems Theory, Vygotsky’s Sociocultural Theory, and Fullan’s Change Theory, and informed by Republic Act No. 11650, DepEd Order No. 44 s.2021, and RA 10533, the study identified seven (7) principal themes: IEP development practices; preparedness built from experience and limited training; administrative and policy gaps; funding and resource limitations; collaboration barriers with parents and therapists; teacher workload and emotional burden; and adaptive strategies and coping mechanisms. Public school educators encountered significant challenges associated with administrative burdens, resource deficiencies, excessive role demands, and inadequate multidisciplinary support, whereas private institutions enjoyed more robust organizational frameworks yet grappled with sustainability and collaboration issues. The study proposes a comprehensive framework consisting of modular training with quality assurance, simplified digital IEP tools, strengthened parent and community partnerships, and integrated peer mentoring and wellness programs to address the identified gaps and enhance inclusive education implementation in Tacloban City.