Adapting Culturally Responsive Pedagogies: A Study of Filipino Special Education Teachers’ Strategies, Challenges, and Perceived Impact in U.S. Classrooms

This study investigated the experiences, challenges, and perceived impact of culturally responsive teaching strategies employed by Filipino special education (SPED) teachers within the Marion School District in Crittenden County, Arkansas, and New Town Public School in North Dakota, United States, during the school year 2024–2026. The study aimed to develop an inclusive culturally responsive teaching plan based on the findings. A quantitative approach utilizing a descriptive-correlational research design was employed to examine the teaching strategies used by SPED teachers and explore the relationships between these strategies and their demographic profiles. It also identified the challenges experienced by educators and their perceived impact on student learning outcomes. The study was conducted in the Marion School District, which serves approximately 3,900–4,200 students across six campuses, and in New Town Public Schools, which operates three schools: Edwin Loe Elementary, New Town Middle, and New Town High School. The respondents consisted of 15 SPED teachers purposefully selected to represent diverse experiences and perspectives. A survey questionnaire adapted from Paculan and Maguilang (2024) was used to gather comprehensive insights into culturally responsive teaching in special education. The instrument comprised four major sections focusing on strategies, challenges, and perceived impacts. Findings revealed that culturally responsive teaching is both essential and challenging for SPED educators. Continuous professional development and systemic support are vital to overcoming barriers and enhancing equitable learning outcomes for students with special needs.

Special Education, Culturally Responsive Pedagogies, SPED Teachers, Challenges, Perceived Impact, Quantitative Approach, US Classrooms

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