Enhancing Educational Opportunities: Teaching Practices and the Progress of Learners with Intellectual Disabilities

Abstract

This study was conducted to assess the educational experiences, availability of resources, development of learners with Intellectual Disabilities (ID), and teachers’ practices in the special needs education settings in Central School in Cebu, Philippines, for the academic year 2024-2025. A descriptive-correlational design was employed, surveying 40 Special Needs Education teachers. The data were analyzed using descriptive and inferential statistics. The findings showed high mean scores on learning experiences, indicating that the learning environment is positive and inclusive of students with intellectual disabilities, providing them with immense support. In all, the resource availability was high; visual aids and teacher training were also available. Assistive technology and adaptive furniture represented significant shortages. The overall educational progress of learners revealed moderate proficiency in cognitive, motor, and language development. The teachers employed many strategies to handle and support ID learners; however, the study found that some of these good practices were moderately practiced. Although quality of education related positively with teacher effectiveness, the weak link between resource availability and developmental outcomes called for more strategic use of available resources. The study concludes that continuous professional development for teachers on evidence-based practices and strategic investments in resources, especially in the areas of assistive technology and adaptive furniture, are core areas to improve learning experiences and development outcomes among students with ID. Thus, a very valued contribution to keep practice currently informed and on areas of further development, the researcher recommends an action plan toward better support of educational opportunities for learners with intellectual disabilities.