Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Beyond the Classroom Struggles: A Case Study of a Special Education Teacher Supporting a Learner with Adaptive Skill Difficulties

Miralona Andan | Jack Manatad | Rubina Oliveros | Edward Ryan Gulam | Rheamarie Jo V Cerbo

Discipline: Education

 

Abstract:

1 Holy Cross of Davao College, Davao City, Philippines * miralona.andan@ hcdc.edu.ph Volume 2, Issue 2, June 2026 Inclusive education continues to be hindered by negative attitudes and systemic barriers toward learners with special needs. This study aimed to investigate the challenges encountered, coping mechanisms employed, and insights gained by a receiving teacher working with a learner who had difficulty applying adaptive skills. A qualitative case study design was utilized, involving one purposively selected receiving teacher and key informants, including a parent, co-teacher, school principal, and school personnel from a SPED school in Mati City, using in-depth interviews and thematic analysis. Findings revealed challenges characterized by non-conducive, resource-limited learning environments, limited inclusivity, and misunderstandings among stakeholders, as well as systemic gaps in support, training, and implementation. Coping mechanisms included adaptive and differentiated teaching practices, collaborative support systems among stakeholders, and reflective practice for professional growth, while insights highlighted responsive instruction, integrated home- school partnerships, and the need for systemic support in inclusive education. The findings imply that strengthening institutional support systems, stakeholder collaboration, and teacher capacity-building initiatives is essential to promote sustainable and effective inclusive education practices. Supporting a Learner with Adaptive Skill Difficulties, IJTMS, 2 (2), 688-702, 2026 689 1.



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