International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Culturally Responsive Teaching Practices among Special Education Teachers of Mountain Province

Author(s) Lithia B. Paculan, Myrla L. Maguilang
Country Philippines
Abstract This quantitative descriptive study investigated culturally responsive teaching practices, challenges, and perceived impacts on learning outcomes among special education teachers in Mountain Province. Purposive sampling was employed to select 27 special education teachers with a minimum of 3 years of experience in the field. Data was collected through a structured questionnaire comprising sections on culturally responsive teaching practices, challenges in implementation, and perceived impact on learning outcomes, utilizing a 5-point Likert scale. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were utilized for data analysis. Findings revealed significant strides in incorporating students' cultural backgrounds into instruction, modifying approaches to accommodate diverse needs, and collaborating with families and communities. Challenges included insufficient training, shortages of culturally relevant resources, and difficulties balancing standardized curriculum demands with culturally responsive teaching. Despite obstacles, teachers perceived positive impacts on student engagement, academic achievement, and inclusivity. Ethical considerations prioritized participant protection and confidentiality. The study underscores the importance of ongoing professional development, resource allocation, and administrative support to enhance culturally responsive teaching practices and improve student outcomes in special education contexts.
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-17
Cite This Culturally Responsive Teaching Practices among Special Education Teachers of Mountain Province - Lithia B. Paculan, Myrla L. Maguilang - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.22805
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.22805
Short DOI https://doi.org/gt2b77
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