Coordinating Individualized Support and Whole-Class Teaching in a Philippine Public Elementary School
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Abstract
Inclusive elementary teachers are expected to provide individualized support while sustaining whole-class learning, yet how they coordinate these responsibilities under everyday classroom constraints remains insufficiently understood. This study aims to examine teacher-reported learner support needs, instructional adaptations, time allocation, and coping practices in a public elementary school in Pagadian City, Philippines. The study employed a qualitative case study design involving individual interviews with seven teachers, one principal, and two parents during the 2023–2024 school year. Data were analyzed through categorical aggregation and cross-category comparison of teacher interview excerpts; the findings reported here are attributable to the seven teachers. The findings revealed four interrelated patterns: teachers identified support needs involving academic work, communication, and participation; combined differentiated tasks with encouraging classroom interactions; adjusted instructional time in response to competing demands for attention; and supplemented introductory training through self-directed learning and individualized planning. Together, these findings suggest that inclusive classroom practice involves coordinating pedagogical responsiveness, instructional time, and professional support rather than implementing accommodations in isolation. The study contributes context-specific insights into teachers’ coordination practices, with implications for school-supported planning and practice-oriented professional development in inclusive elementary education.
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