HANDOM UG PANGANDOY: PERSPECTIVES AND PRACTICES OF KNCHS SNED TEACHERS IN FOSTERING INCLUSIVE LEARNING ENVIRONMENTS FOR LEARNERS WITH DYSLEXIA

Abstract

This qualitative study explored the perspectives and practices of five Special Needs Education (SNED) teachers at Koronadal National Comprehensive High School - Junior High School Department, regarding inclusive learning environments for dyslexic learners. The research aimed to comprehend the teachers views on teaching and handling dyslexic students, individual teaching challenges encountered, ways for addressing these challenges, and strategies for fostering inclusive learning environments. Phenomenology guided the research design, utilizing in-depth interviews with a semi-structured approach. Thematic analysis revealed key perspectives: dyslexic learners struggle with reading and grasping new concepts, necessitating patience, understanding, and equal opportunities for academic and personal development. Challenges in fostering inclusivity included maintaining patience, time constraints, lack of training/resources, insufficient knowledge, discrimination, and inadequate funding. Teachers addressed these through self-directed learning, professional development, and promoting positive environments. Strategies for fostering inclusivity included differentiated instruction, Individualized Education Plans (IEPs), collaboration, training, and multisensory approaches. Insights highlighted the importance of accepting dyslexic learners, providing ongoing support, and prioritizing professional development. The study recommended utilizing these insights to enhance inclusive learning for dyslexic learners and conducting further research to meet the needs of all special education students to give them hope (handom) and achieve their dreams (pangandoy) in life. KEYWORDS: Dyslexia, Perspective, and Practices of SNED Teacher, Inclusive Education