Innovative Teaching Strategies On The Intellectual Engagement And Social Well-Being Of Students With Special Needs

The study explored the innovative teaching strategies on the intellectual engagement and social well-being of students with special needs in the Province of Cotabato during the school year 2024-2025.This research employed a qualitative approach to enhance the depth of gathered information and ensure data validity.For the qualitative component, purposive sampling was used to select 15 Teachers.A modified questionnaire and self-developed instrument were employed for data collection.The relationship between teachers' innovative teaching and students' intellectual engagement revealed that all dimensions of innovative teaching were highly significant in relation to all aspects of intellectual engagement among students with special needs.Moreover, findings revealed that all dimensions of teachers' innovative teaching were significantly associated with various aspects of well-being among students with special needs.In conclusion, Teachers actively implemented innovative teaching strategies, with peer-assisted learning being the most commonly applied.Additionally, the use of assistive technologies, multisensory learning materials, and differentiated instruction were also evident in classroom practices. METHODOLOGYThis chapter contains the discussion of the research design, locale of the study, research respondents, sampling procedure, research instrument, the data gathering procedures and statistical analysis, and ethical consideration. Research DesignThis study used a qualitative approach to collect, analyze, and interpret data within a single study.The goal was to leverage the strengths of both approaches, offering a more comprehensive understanding of the research problem (Fetters, 2016).Further, the descriptive qualitative was employed in which the data were usually collected through interviews, or focus groups, and the emphasis was on interpreting and presenting this data in a way that stays as close to the original meanings and context as possible (Creswell and Plano Clark, 2017).The findings were often narrative or thematic, with rich descriptions that aimed to convey the complexity and depth of the subject under study (Lambert & Lambert, 2015). Respondents of the StudyThe participants of the study has a total of fifteen (15) participants from the teachers were invited for an in-depth interview which were chosen using the purposive sampling specifically the criterion based.The following criteria were used in the selection: a. Teachers should have a degree in Special Education (SPED) or a related field or training in specific disabilities (e.g., Autism Spectrum Disorder, ADHD, intellectual disabilities) are highly recommended; b.They must have at least one year of experience working with students with special needs in inclusive or specialized classroom settings; and c.Willingness to participate in the study. Research InstrumentThe researcher will developed an interview guide questionnaire to address the specific issues and challenges encountered in enhancing intellectual engagement and social well-being of students with special needs.This questionnaire will consist of open-ended questions designed to facilitate in-depth discussions, allowing the researcher to gain a comprehensive understanding of the subjects' opinions, behaviors, experiences, and perceptions related to intellectual engagement and social well-being of the students.By using open-ended questions, the researcher aims to encourage participants to express their thoughts freely, providing valuable qualitative data that can illuminate the complexities surrounding intellectual engagement and social well-being.This guided approach will enable the researcher to explore the phenomena in detail, ensuring that the insights gathered are rich and informative for the study. Statistical AnalysisThe data gathered by distributing the instrument needed in the study and through the Key Informants interview were interpreted as additional concrete information based on the triangulation fact-finding results.Key informant interviews were qualitative in-depth interviews with people who known what was going on in the school community.The purpose of key informant interviews was to collect information from a wide range of people including school administrators who had first-hand knowledge about the innovative teaching strategies on the intellectual engagement and social well-being of students with special needs.These participants, with their knowledge and understanding, could provide insight on the nature of problems and gave recommendations for solutions (Sandelowski, 2016). RESULTS AND DISCUSSIONSThis phase of the study aimed to explore the various challenges teachers encounter in enhancing these two interconnected domains-intellectual and social well-being of the students.Furthermore, this phase identifies the coping strategies and practical interventions employed by teachers to overcome these barriers.These coping mechanisms-ranging from pedagogical adjustments to relational and emotional support-offer valuable insights into classroom-level practices that promote holistic student engagement.The results of this inquiry will serve as a basis for formulating targeted intervention programs and policy recommendations that aim to improve both academic and social outcomes for students, while supporting teachers in implementing balanced and responsive educational approaches. Challenges that teachers encountered in enhancing intellectual engagement and social well-being of the studentsThis study explored the multifaceted barriers that educators encounter as they strive to support the cognitive and emotional development of learners with diverse needs.Two central themes emerged from the data: Challenges in Enhancing Intellectual Engagement of Students with Special Needs and Challenges in Enhancing the Social Well-being of Students with Special Needs. Challenges in Enhancing Intellectual Engagement of Students with Special NeedsThis encapsulates the instructional, systemic, and cognitive-behavioral barriers teachers face in fostering deep, sustained intellectual engagement among students with special needs.Despite their efforts to support learning, teachers often confront significant constraints in making lessons both rigorous and accessible, especially within an inclusive classroom setting.Under this theme, three sub-themes were formulatedmisalignment between curriculum demands and individual learning needs, implementation barriers in differentiated instruction, and cognitive, behavioral, and emotional disruptions to academic focus.