Exploring The Challenges and Strategies of Special Education Teachers in Developing Social and Adaptive Skills

Abstract

The study explored the challenges and strategies of special education teachers in developing social and adaptive skills among learners with disabilities at Tabunok Central Elementary School, Cebu City Division, Cebu, Philippines, during school year 2024-2025 as basis to draw implications for practice. This research used qualitative phenomenological design. There were five (5) participants selected through purposive sampling technique who were interviewed using the researcher-made semi-structured questionnaire that contained eight (8) open-ended questions constructed in English language. Data gathered were subjected to thematic analysis. Findings revealed that the participants integrated social and adaptive skill development into their curriculum by having: Storytelling Sessions Focused on Social Situations; Practice of Basic Household Chores in Class; and Integration of Adaptive Skills in Arts and Crafts Activities. The challenges that teacher participants faced in teaching social and adaptive skills to students with disabilities were: Lack of Parent-Teacher Collaboration; Overloaded Teacher Schedules Limiting Focus on Life Skills; and Insufficient Support from Non-SPED Teachers. While the instructional strategies that teachers find most effective in improving the social and adaptive skills of students with disabilities were: Use of Social Narratives and Role-Playing; Small Group Activities to Promote Peer Interaction; and Incorporation of Visual and Tactile Learning Materials. It is concluded that Teachers demonstrate a steadfast dedication to integrating social and adaptive skills into their regular instruction. However, their efforts are impeded by systemic barriers. It is recommended that the implications for practice be implemented.