LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY

Abstract

This qualitative study delves into how teachers apply adaptive strategies to instruct learners with Autism Spectrum Disorder (ASD) in Special Education (SPED) settings. Employing a phenomenological approach, the research utilized individual interviews and focus group discussions to explore various challenges, coping mechanisms, and insights related to the effectiveness and appropriateness of these strategies. Ten participants from SPED schools in Davao City were randomly selected to ensure diverse perspectives, with five engaging in individual interviews and the remaining five participating in focus group discussions. The initial findings reveal significant themes emphasizing the importance of adaptive strategies in teaching ASD learners. Key concepts include the utilization of visual aids, structured environments, and positive reinforcement, aligning with previous research indicating their efficacy in improving understanding and communication among ASD learners. Challenges in implementation, such as the variability in ASD presentations, underscore the necessity for personalized approaches. Furthermore, positive outcomes like personalized learning experiences and increased engagement highlight the beneficial impact of adaptive strategies. Subsequent findings shed light on the coping mechanisms employed by teachers to navigate challenges associated with implementing adaptive strategies. Individualized Education Plans (IEPs), support from colleagues, and open communication with families emerged as crucial coping mechanisms. Additionally, strategies for managing emotional and cognitive demands, ongoing professional development, and adapting instructional practices were emphasized, contributing to a deeper understanding of effective support mechanisms for ASD learners. Further insights into the effectiveness and appropriateness of adaptive strategies highlight themes such as individualized approaches, alignment with specific needs, and enhancement through teacher training and technology, emphasizing the importance of personalized, flexible, and collaborative approaches. These findings provide valuable guidance for educators and policymakers, drawing on relevant literature and research. In conclusion, the study underscores the significance of adaptive strategies in supporting ASD learners within SPED classrooms, advocating for personalized, structured, and inclusive educational approaches. KEYWORDS: ASD learners, adaptive strategies, special education, lived experiences, qualitative inquiry, coping mechanisms, teacher training, individualized approach.