Educational and Athletic Development of a Learner with Intellectual Disability and Microcephaly: Stakeholders’ Perspective

Educational and Athletic Development of a Learner with Intellectual Disability and Microcephaly: Stakeholders’ Perspective

John Brian C. Laganson, LPT, MPA, CRP, Ph.D., Rowena S. Lorejo, LPT, MPA, Ph.D., Eldrin Jan P. Decatoria, LPT., Filipina G. Terante, LPT., Noreen Bonalos-Bansag, LPT

University of Southeastern Philippines, Graduate School of Education

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000289

Received: 20 May 2025; Accepted: 22 May 2025; Published: 11 June 2025

ABSTRACT

This case study explores the academic and athletic journey of a learner with a learning disability and microcephaly within an inclusive education setting in the Philippines. Employing a qualitative, thematic analysis approach, the study investigates the challenges encountered by the learner, the coping mechanisms employed, and the multi-tiered strategies and interventions implemented by key stakeholders, including parents, special education teachers, and sports coaches. Findings reveal four core challenges: Academic Challenges Due to Cognitive and Executive Functioning Limitations, Emotional and Psychological, Social Behavioral, and Physical and Motor. In response, the learner benefited from a diverse set of coping strategies such as structured learning support, therapeutic interventions, personal motivation, and technological aids. Furthermore, the implementation of individualized, inclusive, and collaborative approaches fostered both academic progress and sports participation. Five major themes emerged to encapsulate the interventions: Holistic and Emotional Support Systems, Inclusive Physical Development and Sports Participation, Collaborative and Evaluative Practices, Social and Behavioral Integration, and Adaptive and Individualized Instructional Approaches. Anchored in developmental and pedagogical theories, these findings underscore the importance of a whole-child, ecosystemic model in inclusive education. The study contributes to the growing body of literature on inclusive practices in the Global South, highlighting the need for sustained teacher training, intersectoral collaboration, and policy reform to ensure meaningful participation and success of learners with complex developmental needs.

Keywords: Inclusive Education, Intellectual Disability, Microcephaly, Adaptive Strategies, Individualized Instruction, Holistic Support, Case Study, Philippines.

INTRODUCTION

Learners with intellectual disabilities and microcephaly face profound challenges in education and social integration. Intellectual disability (ID) is characterized by significant limitations in both intellectual functioning and adaptive behavior, affecting conceptual, social, and practical skills. Microcephaly, often associated with neurological complications, is a condition in which a child’s head is significantly smaller than expected, frequently resulting in developmental delays, motor difficulties, and learning impairments (World Health Organization, 2023).

Globally, the prevalence of disabilities among children and adolescents continues to rise. In 2017, approximately 291.2 million children under 18 were living with disabilities, with the majority residing in low- and middle-income countries (Olusanya et al., 2020). In particular, the Global Burden of Disease study reported an increase in intellectual disability cases from 118.2 million in 1990 to 154 million in 2013, indicating a growing demand for inclusive support services (Kleintjes et al., 2020).

The Philippines has committed to inclusive education through legislation such as Republic Act No. 10533 (Enhanced Basic Education Act of 2013) and Republic Act No. 11650 (Inclusive Education Act of 2022). However, despite these legal frameworks, learners with disabilities continue to face barriers in accessing quality education and meaningful extracurricular opportunities, including athletic participation. The Davao Region alone recorded 5,049 formally diagnosed learners with disabilities in 2025, of whom 916 had intellectual disabilities (Madrazo, 2025; NEDA Davao, 2025).

This case study explores the lived experiences of a learner diagnosed with intellectual disability and microcephaly. The learner resides with her parents in Davao City and is currently enrolled in a non-graded special education program at a local public school. Despite her conditions, she actively participates in athletic events such as long jump, shot put, and 200–400-meter sprints, having represented her region in various competitions including the Davao Regional Athletic Association (DAVRAA) and national events. Her case offers valuable insight into how inclusive education and sports intersect in the Philippine context.

The study aims to investigate learner’s academic challenges, coping strategies, and the support mechanisms that surround her development as both a learner and an athlete. It specifically seeks to answer the following questions: (1) What academic challenges does the learner face due to her intellectual disability and microcephaly? (2) How does the learner cope with or overcome these academic challenges? (3) In what ways do her parents, teachers, and coaches support her academic and athletic development? and (4) What interventions and adaptive strategies are implemented to improve her learning and participation in sports?

The significance of this study lies in its contribution to the discourse on inclusive education and sports development for learners with disabilities in the Philippines. It provides insights for educators, policymakers, and practitioners aiming to design effective interventions for learners with dual diagnoses. Furthermore, it underscores the importance of understanding individual experiences as a basis for creating inclusive, supportive, and empowering learning environments.

In light of the growing emphasis on inclusive education, particularly for learners with developmental disabilities engaged in both academic and extracurricular activities, it becomes essential to understand the multidimensional support systems that facilitate their growth. To this end, the present case study investigates the academic and athletic experiences of a learner with intellectual disability and microcephaly. The scope and boundaries of the inquiry are clarified below to contextualize the methodological choices and focus of the research. The research focuses on identifying the specific challenges the learner faces in her academic pursuits and sports participation within an inclusive educational setting. Particular attention is given to the support mechanisms provided by her parent, special education teacher, and sports coach, whose perspectives form the basis of the inquiry. Through semi-structured interviews, the study seeks to document the coping strategies, interventions, and adaptive approaches employed by these key stakeholders to promote the learner’s holistic development. The study is delimited to a single case, which inherently restricts the generalizability of the findings to broader populations. Moreover, due to logistical and time constraints, direct observation of the learner’s performance in academic and sports contexts was not conducted. Data collection is limited to the narratives and insights of the individuals directly involved in the learner’s development, without exploring the potential influence of external factors such as peer interactions, broader community support, or ongoing medical treatments. Nevertheless, the study offers valuable, context-specific insights into the lived experiences and inclusive support systems that may inform practice and policy for learners with complex neurodevelopmental conditions.

The theoretical grounding of this study is based on Bronfenbrenner’s Ecological Systems Theory, which emphasizes the dynamic and reciprocal interactions between the individual and the multiple layers of environmental systems that influence development. These systems include the microsystem (such as family, school, and peers), mesosystem, exosystem, macrosystem, and chronosystem. By applying this framework, the study examines how the learner’s educational and athletic experiences are shaped by the complex interplay of immediate surroundings and broader societal influences. This perspective allows for a holistic understanding of the factors that contribute to the learner’s growth and development across different contexts.

Based on these theoretical foundations and the related literature, the analytical framework of the study was formulated (Figure 1). It illustrates how various support systems, namely the family, teachers, therapists, and institutional structures interact to influence the learner’s academic engagement and participation in sports. These systems are assessed in terms of their contribution to the learner’s holistic development, including physical performance, psychological well-being, and adaptive functioning in inclusive settings. Through in-depth case analysis and stakeholder perspectives, this study aims to evaluate the nature and quality of support provided to the learner.

The findings will inform the development of strategies for inclusive athletic programs that ensure equitable access and participation for learners with disabilities

Figure 1. The Conceptual framework of the study.

The following ideas and concepts are attributed to the researchers of various research papers. This provides context for the underlying issues relating to the study topic.

Intellectual Disability (ID) and Microcephaly in Educational Contexts. Children with ID often experience challenges in abstract thinking, problem-solving, and academic achievement. For effective educational support, differentiated instruction, visual aids, and structured routines are recommended to accommodate these learners (Hughes et al., 2022).   In the case of Microcephaly, a neurological condition associated with abnormal brain development and reduced head circumference, children with this disorder may experience intellectual disabilities, developmental delays, and motor impairments. Studies have highlighted that 65% of children with microcephaly face intellectual impairments, with others also struggling with epilepsy and vision disorders (CDC, 2025).  Interventions aimed at early intervention and individualized educational planning for children with microcephaly are crucial (Lemos et al., 2017). A longitudinal study on children with congenital microcephaly linked to Zika virus exposure showed that 75% of these children exhibited severe developmental delays, further emphasizing the importance of early support (Wheeler et al., 2020).

Academic Challenges and Classroom Strategies. Learners with ID and neurodevelopmental disorders encounter academic barriers, particularly in literacy, numeracy, and executive functioning (Núñez et al., 2024). For these students, structured instruction, visual cues, task analysis, and repeated practice have been found to be beneficial (Fuchs et al., 2019). For instance, children with ID in mainstream UK schools often struggle with reading comprehension and mathematical problem-solving, but the use of differentiated instruction and assistive technologies has been shown to improve task engagement and academic performance (Fuchs et al., 2019; John et al., 2022). These findings underscore the importance of adapting teaching methods to meet the unique needs of learners with ID and neurodevelopmental disorders.

Psychological Well-Being of Athletic Learners with Disabilities. Learners with Intellectual Disability (ID) and Microcephaly face significant challenges in both their cognitive and physical development. These challenges are compounded when the learners are also involved in physical activities, including sports. Studies have shown that physical activity and athletic participation can have profound impacts on the psychological well-being of individuals with disabilities.  For learners with ID and Microcephaly, participation in sports can offer significant psychological benefits, including enhanced self-esteem, increased motivation, and improved emotional regulation. Athletic participation for learners with ID has been linked to better mental health outcomes. For example, Alanazi (2023) argues that sports participation helps learners with disabilities develop self-confidence, improve physical health, and enhance social relationships.  This finding is supported by Ensrud-Skraastad et al. (2020), who discovered that learners with both physical and intellectual disabilities show improvements in self-perception, motivation, and peer relationships after engaging in adapted sports programs. These findings highlight that sports not only enhance physical fitness but also serve as a medium for social integration and empowerment. For learners with Microcephaly, a condition that often involves developmental delays and intellectual impairments, the benefits of physical activity are particularly evident.  Wheeler et al. (2020) demonstrated that learners with Microcephaly often experience motor function impairments, which can affect their physical coordination and strength. However, through tailored athletic programs, learners can experience improvements in physical capabilities, which in turn contribute to better psychological outcomes such as reduced anxiety, increased emotional resilience, and higher levels of self-esteem.

Extracurricular Activities and Academic Success. Extracurricular activities (ECAs) such as sports, clubs, and leadership positions provide opportunities for learners to develop important life skills, including time management, organizational skills, and social relationships. Studies suggest that participation in these activities can lead to better academic outcomes by fostering skills such as multitasking and goal-setting (Ngozi, 2019).  Moreover, participating in ECAs can enhance a student’s self-confidence and motivation, which in turn positively affects academic performance (Kaljača et al., 2019). As students with intellectual disabilities engage in these activities, they gain valuable experiences that complement their academic learning and support their overall development (Selvi et al., 2023).

Inclusive Education and Support Mechanisms. The concept of inclusive education emphasizes the integration of learners with disabilities into regular classrooms, promoting equality, participation, and reduced stigma (Mishra et al., 2019). This model has gained prominence in educational policy and practice, highlighting the rights of children with intellectual disabilities to receive quality education alongside their peers.  Research by Sholars (2018) and Liu et al. (2020) shows that effective inclusive practices include collaborative teaching, adaptive lesson planning, and individualized goals, all of which contribute to positive educational outcomes.  Moreover, inclusive environments not only benefit students with disabilities but also enhance learning for all students by fostering a culture of understanding and acceptance (Shipper et al., 2018).

Athletic Participation and Self-Esteem Among Learners with Disabilities. Athletic participation plays a pivotal role in enhancing the self-esteem, physical health, and social relationships of learners with disabilities (Alanazi, 2023). Engaging in sports provides an empowering experience for students, contributing to improved self-perception and social integration (Ensrud-Skraastad et al., 2020).  Moreover, a study by Ensrud-Skraastad et al. (2020) found that athletes with physical and intellectual disabilities viewed sports as a source of empowerment and motivation, with many reporting better peer relationships and increased self-confidence.  This finding underscores the importance of extracurricular activities, such as sports, in fostering well-being among students with disabilities.

Parental and Teacher Roles in Learner Development. The collaboration between parents and teachers is crucial in supporting the development of learners with intellectual disabilities (ID), including those with Microcephaly. Research highlights that positive collaboration between home and school not only improves academic outcomes but also enhances the emotional well-being of these learners (Qorib et al., 2024). Teachers who receive ongoing training and collaborate effectively with parents are better equipped to implement inclusive practices and tailor educational strategies to meet the individual needs of their students (Adams et al., 2018).

Parental involvement plays a significant role, particularly in the transition of learners with ID to adulthood and employment. Kellems and Morningstar (2019) suggest that schools should offer informational sessions to equip parents with knowledge regarding available resources and support services, which enhances their ability to assist their children in the transition process. Supporting this perspective, Carter et al. (2020) found that training programs that focus on job search skills, advocacy strategies, and resource navigation significantly empower parents, making them more effective advocates for their children’s employment opportunities.

Studies conducted in Rwanda and Uganda further highlight the positive impact of parental involvement in vocational training programs. Uwimana et al. (2019) demonstrated that parental participation in such programs improved job acquisition, job satisfaction, and long-term employment stability among learners with ID. Similarly, Akello and Oketch (2019) found that parent training programs in Uganda, designed to improve skills in advocacy and job readiness, enhanced parental confidence and advocacy, which contributed to better outcomes for their children. The involvement of parents and teachers is equally critical in ensuring the successful inclusion of learners with ID and Microcephaly in athletic programs. Adams et al. (2018) emphasize that teachers who are trained in inclusive education and adapted physical activities are better able to create a positive and supportive environment for students with disabilities, enabling them to fully participate in athletic activities.

Parental collaboration, alongside teacher training, ensures that students are encouraged, supported, and empowered to engage in physical activities, which can significantly enhance their social, emotional, and physical development. Furthermore, parental involvement in athletic programs is essential for the emotional and psychological well-being of learners with disabilities. Kellems and Morningstar (2019) suggest that offering specialized sessions for parents to understand how they can support their children’s participation in sports and physical activities helps them become better equipped to assist their children both in and outside of the classroom. This involvement not only enhances the athletic experience but also ensures that parents can provide the necessary emotional support to help their children thrive.

Multidisciplinary Interventions and Adaptive Strategies. Multidisciplinary interventions are essential in supporting learners with complex needs, particularly those with intellectual disabilities (ID) and physical impairments such as Microcephaly. Research consistently demonstrates that interdisciplinary collaboration among special education teachers, occupational therapists (OTs), physical therapists (PTs), and medical professionals leads to improved engagement, functional outcomes, and overall development (Sisti & Robledo, 2021; Maccoy, 2018). An integrated intervention model that combines OT, PT, and educational support has been shown to be more effective than isolated support services in fostering both cognitive and physical development.

Studies by Skinner et al. (2024) highlight that when therapeutic services are integrated into the educational framework, learners with complex needs experience enhanced engagement and improved performance across various domains. This research underscores the importance of comprehensive and collaborative approaches to address the holistic development of learners with ID and Microcephaly.

For learners with ID and Microcephaly, a multidisciplinary approach is especially crucial. Such learners often require a collaborative framework that incorporates the expertise of special education teachers, PTs, OTs, and medical professionals. According to Sisti & Robledo (2021) and Maccoy (2018), integrating educational and therapeutic services provides a more effective intervention model, resulting in improved engagement and performance for students with complex needs. Physical therapists (PTs) and occupational therapists (OTs) play pivotal roles in adapting physical activities to meet the specific needs and abilities of learners with Microcephaly. These professionals contribute significantly to improving motor function and facilitating greater participation in athletic activities. Such interventions not only enhance physical health but also contribute to the psychological well-being of these learners. Participation in adapted physical activities has been linked to reduced psychological stress and improved self-esteem, making these interventions essential for overall development.

Furthermore, integrated support models that combine physical education, occupational therapy, and special education offer a holistic approach to supporting learners with ID and Microcephaly. These models not only address the academic needs of students but also focus on emotional regulation, self-esteem, and social integration. The collaborative nature of these interventions ensures that learners are supported in all aspects of their development, creating an environment that fosters both academic and emotional growth.

Inclusive Sports Programs for Learners with Disabilities. The inclusion of learners with ID and Microcephaly in mainstream sports programs has been shown to provide numerous benefits beyond physical development. Inclusive sports programs, those that cater to both disabled and non-disabled participants, serve as an important platform for enhancing social inclusion and reducing the stigma often associated with disabilities.  Shipper et al. (2018) and Liu et al. (2020) found that collaborative teaching, adaptive lesson planning, and individualized goals were effective in fostering inclusivity in sports settings. These practices allow learners with disabilities, including those with ID and Microcephaly, to participate meaningfully in sports activities and experience a sense of achievement. In particular, adapted physical activities (APA) have been widely recognized as crucial for learners with ID and Microcephaly.

According to Fuchs et al. (2019) and John et al. (2022), learners with ID benefit greatly from differentiated instruction and assistive technologies in sports settings. These tools help cater to their unique needs, allowing them to perform physical tasks at their own pace and capability, which in turn fosters a sense of accomplishment and belonging. The pivotal role of collaborative, interdisciplinary, and family-centered approaches in promoting the holistic development of learners with intellectual disabilities, particularly those with coexisting neurological conditions such as Microcephaly. A recurring theme across multiple studies is the significant impact of teacher-parent collaboration on learners’ academic, behavioral, and emotional outcomes. As Qorib et al. (2024) and Adams et al. (2018) emphasize, sustained teacher training and strategic parental involvement are fundamental in enhancing inclusive educational practices.

These collaborative engagements foster environments conducive to differentiated instruction and individualized support, which are critical for learners with complex developmental profiles. Parental engagement extends beyond the classroom, particularly in facilitating transitions to adulthood and employment. Evidence from both high- and low-resource settings such as the United States (Kellems & Morningstar, 2019; Carter et al., 2020), Rwanda (Uwimana et al., 2019), Uganda (Akello & Oketch, 2019), and Kenya (Onyango & Kimani, 2021) whose demonstrates that structured parent training programs significantly enhance parents’ capacities to advocate for their children, understand available services, and support long-term vocational goals. Such programs not only strengthen family-school partnerships but also yield improved post-school outcomes, including higher job acquisition rates and greater employment satisfaction among learners with intellectual disabilities.

Of particular relevance to the present case study is the role of multidisciplinary and integrated interventions in addressing the dual challenges of intellectual and physical impairments. Learners with ID and Microcephaly often require simultaneous support across cognitive, physical, and psychosocial domains. Research by Sisti and Robledo (2021), Maccoy (2018), and Skinner et al. (2024) affirms that interdisciplinary collaboration involving special education professionals, occupational therapists, physical therapists, and healthcare provider leads to improved functional outcomes, greater learner engagement, and enhanced adaptive skills. Such integrative models have been particularly effective in optimizing the participation of learners with disabilities in physical and athletic programs.

Furthermore, adapted physical education programs, when embedded within a broader therapeutic and educational framework, contribute substantially to motor skill development, emotional regulation, self-efficacy, and social integration. For learners with Microcephaly who often experience delayed motor milestones and neurological limitations, participation in structured athletic activities supported by OTs and PTs can yield both physical and psychological benefits. These insights underscore the importance of adopting holistic, learner-centered, and contextually responsive strategies that recognize athletic pursuits not merely as extracurricular, but as integral to the educational and developmental trajectories of learners with ID and Microcephaly.

In totality the existing body of literature advocates for a comprehensive, multidisciplinary, and inclusive approach to supporting learners with intellectual and developmental disabilities. Within the context of athletic learners with ID and Microcephaly, the integration of family engagement, interdisciplinary collaboration, and adapted physical education emerges as a critical pathway for enhancing not only educational outcomes but also long-term quality of life and social inclusion.

This study assumed that the athletic female learner with intellectual disability and microcephaly encounters distinct cognitive, behavioral, and physical challenges that influence her educational and athletic development.

METHODS

Research Design. This study employs a qualitative case study design to explore the academic and athletic journey of a 16-year-old female learner with intellectual disability and microcephaly. This approach is appropriate for examining complex, real-life experiences grounded in personal and social contexts. Data are collected through interviews, and document reviews involving key informants, including the learner’s parent, teacher, coach, and allied professionals. The case study design facilitates a comprehensive understanding of the learner’s development by capturing multiple perspectives. Inductive thematic analysis guides the interpretation of data, allowing patterns and insights to emerge organically. The research prioritizes the participants lived realities and adapts as new understandings arise, ensuring a nuanced account of the learner’s academic and athletic experiences.

Locale of the Study. This study is conducted in Davao City, a major urban center in the southern Philippines known for its cultural diversity, progressive educational programs, and support for inclusive education. The focus is on the academic and athletic experiences of a 16-year-old female learner with intellectual disability and microcephaly residing in the city. Davao City is chosen for its active efforts in integrating learners with disabilities into academic and sports settings through various schools and community-based programs. The city’s inclusive infrastructure provides a relevant context for exploring the challenges and support mechanisms that shape the educational and athletic journeys of learners with special needs.

Sources of Data. The study utilizes qualitative data obtained through in-depth interviews with key stakeholders involved in the academic and athletic development of the learner. Primary informants include parents, special education teachers, and adaptive sports coaches, who engage with the learner on a daily basis and provide direct insight into their educational and athletic experiences. Parents contribute perspectives on emotional and home-based support; teachers elaborate on academic interventions and instructional practices; and coaches provide input on adaptive strategies in sports participation. Additionally, allied health professionals such as psychologists, physical therapists, and occupational therapists offer expert views on developmental and therapeutic considerations, despite not being involved in the learner’s day-to-day activities. The interview process is iterative, allowing for follow-up conversations that enhance the depth and nuance of the data collected.

Qualitative Analysis. This study adopts a case study approach to explore the academic and athletic journey of a student-athlete with intellectual disability in Davao City. This method allows for an in-depth investigation of the learner’s experiences within their real-life context. Key informants such as parents, teachers, coaches, and professionals whose contribute perspectives that illuminate the multifaceted support mechanisms influencing the learner’s development. Guided by Yin’s (2009) framework, the case study serves as both a research strategy and analytical lens, enabling the construction of a comprehensive understanding of the learner’s academic, physical, and psychosocial growth.

Participants of the Study. Thirteen key informants were purposively selected for this study based on their direct involvement in the educational, athletic, and psychosocial development of student-athletes in Davao City. These included one parent, three SPED teachers, two sports coaches, three occupational therapists, two physical therapists, and two psychologists. All participants had at least one year of relevant experience and were either residing or practicing in Davao City. Informed consent was obtained, and confidentiality was assured throughout the process.

Data Gathering Techniques. This study employed in-depth interviews, specifically Key Informant Interviews (KIIs), as the primary data gathering method. Participants were purposively selected based on established criteria to ensure the collection of rich, relevant, and insightful qualitative data concerning the lived experiences and developmental support systems of athletic learners in Davao City. KIIs allowed the researcher to engage directly with informed individuals, namely, parents, SPED teachers, sports coaches, occupational therapists, physical therapists, and psychologists whose shared first-hand perspectives on the multifaceted realities faced by student-athletes with intellectual disabilities. As noted by Kumar (1989), KIIs provide valuable insights that may not be readily obtained through other research methods. In this study, the interviews explored the informants’ professional roles, interventions, and observations across educational, physical, psychological, and social domains. Semi-structured interview guides were utilized to facilitate consistency while allowing flexibility to probe emerging themes or unique experiences.

Data Analysis. The researcher will use thematic analysis to process and interpret the data from the Key Informant Interviews (KIIs). This approach will identify key patterns and themes related to the experiences and support systems of athletic learners in Davao City. The analysis will involve coding interview responses, grouping similar ideas, and developing themes that reflect developmental challenges and support mechanisms. In addition, descriptive analysis will be used to present the socio-demographic profile of participants, including age, gender, profession, and experience. This will provide context for the qualitative findings.

Table 1. Socio-demographic profile of key informants (N=13)

Procedure of the Study. The study commenced with the identification of a research gap concerning the development and support mechanisms for athletic learners with intellectual disability and microcephaly in Davao City. In collaboration with the research adviser, the researcher formulated the research problem, objectives, and conceptual framework, followed by presenting the proposed methodology and the draft of the key informant interview guide for adviser course approval. Upon approval, formal letters were sent to seek permission from selected participants, including (1) one parent, (3) three special education (SPED) teachers, (2) two sports coaches, (3) three occupational therapists, and (2) two psychologists. Informed consent was obtained from all participants, ensuring confidentiality, voluntary participation, and the right to withdraw at any stage. Data were collected through semi-structured key informant interviews conducted primarily in person over a three-week period in March 2025 at locations convenient for participants such as schools, therapy centers, and training venues, with virtual interviews via Zoom arranged, when necessary, due to scheduling constraints. Interview questions explored participants’ experiences, perceptions, and insights regarding the learner’s academic and athletic development, focusing on support strategies, challenges, collaboration, and interventions. Each interview lasted approximately 30 to 60 minutes and was audio-recorded with consent to ensure accuracy. The iterative interview process allowed for follow-up questions to clarify and deepen responses. For data analysis, the transcribed interviews were thematically analyzed following Braun and Clarke’s (2006) six-phase framework, which involves familiarization with the data, coding, theme development, reviewing themes, defining and naming themes, and producing the report. Participants’ data were synthesized by grouping informants according to their role’s parents, teachers, coaches, and allied professionals to highlight both individual and collective perspectives. Additionally, the study applied Yin’s (2018) case study analysis approach to maintain a holistic understanding of the learner’s development within its real-life context, allowing for triangulation across multiple data sources and enhancing the validity of findings. The synthesized results were presented as a comprehensive narrative, supported by tables, figures, and direct quotations from participants, thus providing a rich, nuanced depiction of the multifaceted factors influencing the educational and athletic journey of the learner.

Ethical Considerations. Ethical considerations will ensure that participants’ confidentiality and anonymity are maintained (McHaffie, 2000). In cases where anonymity is not possible, such as in face-to-face interviews, confidentiality will be upheld by ensuring that no identifying information is revealed (Streubert & Carpenter, 1999; Behi & Nolan, 1995). Participants will be assured that their identities will not be disclosed, and all data collected will be anonymized. Participation will be voluntary, and participants will be informed that they can withdraw at any time without consequences. The informed consent will explicitly state that participation is entirely voluntary, and that all necessary measures will be taken to minimize any potential psychological, emotional, or social harm. It will also detail the provisions for confidentiality and the participants’ right to withdraw at any stage without penalty. Moreover, the study will undergo review by an ethical review committee or any registered ethics board to ensure that the research complies with the highest ethical standards, protecting participants’ rights and well-being throughout the study.

RESULTS

This section presents the findings of the study based on the Key Informant Interviews (KIIs) conducted with parents, SPED teachers, coaches, occupational therapists, and psychologists. Using thematic analysis, the data were examined to identify recurring patterns and significant insights into the developmental experiences and support systems of athletic learners in Davao City. The emerging themes are organized and discussed in relation to the participants shared and unique perspectives, supported by direct quotes to highlight key points.

Challenges of an Athletic Learner with Intellectual Disability and Microcephaly

This presents the academic challenges encountered by a 16-year-old athletic learner diagnosed with intellectual disability and microcephaly. Intellectual disability is characterized by limitations in intellectual functioning and adaptive behavior, while microcephaly is a neurodevelopmental disorder marked by a smaller-than-normal head size, often associated with delayed brain development and cognitive impairments (CDC, 2023). Data were gathered through Key Informant Interviews (KIIs) with the learner’s parents, SPED teachers, coaches, occupational therapists, and psychologists. Using thematic analysis, six (6) major themes emerged from the responses. Table 2 summarizes these identified themes alongside selected significant statements from the key informants that illustrate each category.

Table 2. Challenges Experienced by a Learner with Intellectual Disability and Microcephaly

Challenges 1: Academic Challenges Due to Cognitive and Executive Functioning Limitations

This theme centers on the learner’s difficulty with memory retention, sequential thinking, and abstract reasoning, which are hallmark traits of intellectual disability and commonly observed in individuals with microcephaly (Pietschnig et al., 2015). These cognitive limitations greatly affect the learner’s academic performance and ability to complete multi-step tasks.

According to the learner’s parent:

“She forgets easily even if we’ve just taught her something, she quickly forgets it afterward.” [Parent]

An occupational therapist shared a similar concern:

“Subjects like math due to difficulties with abstract thinking… writing or crafts can be hard, especially tasks with multiple or complex steps.” [Occupational Therapist 2]

Another therapist elaborated on the importance of instructional adaptations:

“These students perform best with hands-on and visual activities; they need concrete examples because they cannot process abstract information like others their age.” [Occupational Therapist 1]

These findings suggest that the learner’s cognitive delays necessitate concrete, repetitive, and visual learning strategies. According to Ciullo, S., & Dimino, J. A. (2017), students with intellectual disabilities often require structured, scaffolded instruction to grasp new concepts effectively.

Several key informants stressed the importance of breaking down complex tasks, using visual aids, and providing individualized instruction to facilitate effective learning. One recurring concern was the learners’ difficulty in following multi-step instructions, especially in subjects like mathematics. Teachers emphasized the need for explicit instruction that simplifies tasks into manageable steps.

“In Math, they have difficulty with 2-steps or more instructions like adding 2-digit numbers so the mode of teaching should be very explicit.” [SPED Teacher 2]

The integration of visual materials and repetition was also emphasized as crucial in supporting comprehension and retention.

“What works well for her are visuals, repetition, and step-by-step instructions.” [SPED Teacher 1]

“…use visual cues… incorporating pictures or symbols makes learning math more engaging and manageable…” [Occupational Therapist 1]

Psychologists reinforced these strategies by pointing out how visual schedules and task simplification help reduce cognitive overload, which is common among students with intellectual disabilities.

“Breaking tasks into smaller steps and using visual schedules… reduce cognitive overload.” [Psychologist 1]

Additionally, the importance of one-on-one support and repetitive, hands-on activities was emphasized to help learners remain focused and engaged.

“…providing hands-on activities. Repetition and one-on-one support help learners stay focused…” [Occupational Therapist 2]

These insights are consistent with research by scholars Eway, J. L. et al. (2023) and Polyium, M., & Jongnantawat, P. (2024), who emphasized that systematic instruction, multisensory teaching tools, and individualized pacing are key components of effective instruction for learners with intellectual disabilities. Tailoring learning environments to these needs not only enhances academic outcomes but also builds confidence and independence in students.

Additionally, the executive functioning refers to a set of cognitive processes including planning, organization, memory, sequencing, attention, and self-monitoring which are often impaired in learners with intellectual disabilities. Informants consistently mentioned that these impairments made it difficult for students to follow instructions, particularly when tasks were multi-step or abstract in nature.

“Problem solving, difficult understanding concepts and following multi step instructions.” [Occupational Therapist 1]

“Tasks with multiple or complex steps…” [Occupational Therapist2]

“They may read slowly, struggle to understand sentences… problem solving… due to difficulties with memory, sequencing, and abstract thinking.” [Occupational Therapist 2]

Occupational therapists also observed that these difficulties were closely tied to academic performance, particularly in literacy tasks. Issues such as poor sentence construction, frequent spelling errors, and illegible handwriting were reported as common manifestations of impaired executive function.

“Students often struggle with comprehension… limitations in sentence construction… frequent spelling errors… poor or illegible handwriting…” [Occupational Therapist 1]

SNED teachers echoed similar concerns, especially in teaching subjects like Mathematics, where sequential steps are crucial. Students often became overwhelmed when asked to perform tasks that involved more than one or two steps.

“In Math, they have difficulty with 2-steps or more instructions, like adding 2-digit numbers, so the mode of teaching should be very explicit.” [SNED Teacher 2]

Psychologists further explained that deficits in executive functioning are also linked to cognitive processing difficulties, including poor attention, working memory, and problem-solving capabilities. These make it essential to provide structured environments and repeated instruction to enhance comprehension and retention.

“They may struggle with processing and retaining information, so providing clear, structured learning environments with repetition is essential.” [Psychologist 2]

“They often face challenges: difficulty with attention, memory, problem-solving, and processing of information.” [Psychologist 2]

These results indicate that executive functioning deficits significantly affect how students with intellectual disabilities (ID) approach academic tasks. Difficulties with planning, organizing, and task completion require explicit instruction, step-by-step guidance, and visual supports to scaffold learning (Riccomini, P. J., & Morano, S. (2019). Without these supports, students may struggle to manage their work independently and risk falling behind.  Moreover, the study revealed that key informants implement various adaptive strategies such as structured routines and collaborative supports to promote the learner’s academic engagement and developmental growth (Sharma, S. ,2024).

Challenges 2: Emotional and Psychological Challenges

Another prevailing theme that emerged from the key informant interviews is the learner’s emotional and psychological struggles, which are commonly associated with intellectual disabilities. These challenges manifest as anxiety, low self-esteem, emotional dysregulation, and feelings of inadequacy especially in academic and social settings.

As highlighted by the psychologist:

“Learners with academic challenges may feel anxious, get easily frustrated because of difficulty to keep up with others’ performance.” [Psychologist 2]

These emotional responses were also echoed by the learner’s parent, who observed the learner’s reaction to failure or perceived inability:

“She gets really frustrated when she can’t do things like the other kids. She cries and says she can’t do it.” [Parent]

This frustration and sadness, as noted by key informants, often stem from constant comparisons to peers, which leads to feelings of inadequacy and withdrawal from social interactions and classroom activities.

“She feels sad, especially when she sees others who are faster or can understand things more easily. Sometimes she says, ‘Why is it that they understand right away, Ma’am?’” [SPED Teacher 1]

Another aspect of emotional difficulty lies in self-regulation. The learner often struggles to manage her emotional reactions in the face of academic and social stressors.

“They may struggle with adaptive functioning such as communication skills, social skills, and self-regulation.” [Psychologist 2]

These findings align with the work of Wiseman, P., & Watson, N. (2022), who emphasized that individuals with intellectual disabilities are at greater risk of experiencing mental health issues, including anxiety and depression, due to social exclusion, low self-worth, and persistent academic failure.

Challenges 3: Social and Behavioral Challenges

This theme encapsulates the interpersonal and behavioral difficulties faced by learners with intellectual disabilities in inclusive and specialized settings. According to some key informants that these challenges stem from deficits in communication skills, low self-esteem, and difficulties in regulating behavior and emotions.

Students were frequently observed to struggle in social settings due to an inability to communicate effectively, resulting in social withdrawal and isolation. These challenges were particularly evident in inclusive classrooms, where learners were often hesitant to participate due to comparison with peers.

“Aside from poor academic performance, in an inclusive classroom set-up, a child’s self-esteem can be affected. Typically, poor classroom participation is evident in them and they are prone to social isolation.” [SPED Teacher 2]

Psychologists echoed this, noting that many of these learners lack adaptive functioning skills, which include communication, social interaction, and self-regulation.

“They may struggle with adaptive functioning such as communication skills, social skills, and self-regulation.” [Psychologist 2]

Furthermore, emotional barriers such as anxiety, frustration, and low self-worth often lead to avoidance behaviors or emotional outbursts, making it even harder for learners to form peer relationships and engage meaningfully in school activities.

“These emotional barriers may lead to avoidance behaviors or difficulties in social interactions, which further complicate the learning process.” [Psychologist 2]

Behavioral issues such as withdrawal, aggression, and impulsivity were commonly reported and were often linked to the learner’s inability to express emotions or manage frustrations.

“She easily gets overwhelmed, and sometimes she just goes quiet or becomes less engaged.” [SPED Teacher 1]

“She gets tired easily, and sometimes she says, ‘This is hard, Ma’am.’” [SPED Teacher1]

Group activities presented specific difficulties for learners due to limited attention spans and inadequate social communication skills, which often led to misunderstandings or disengagement from peers.

“Group work… challenging because of limited attention and social communication skills…” [Occupational Therapist 2]

Psychologists pointed out that these behaviors are compounded by cognitive challenges, including poor attention, weak memory, and difficulty in processing information.

“They (ID learner) may struggle with attention, memory, problem solving, and processing of information.” [Psychologist 2]

“Emotional challenges, such as anxiety, frustration, or low self-esteem, can also impact their ability to focus, engage, and persist in tasks.” [Psychologist 2]

These findings highlight the need for individualized behavioral interventions, such as social skills training, structured routines, and emotional support strategies, to help learners develop the tools necessary for positive social interactions and academic participation (Bierman, K. L., & Sanders, M. T., 2021).

Challenges 4: Physical and Motor Challenges

Another major theme that emerged from the data was the physical and motor difficulties experienced by learners with intellectual disabilities, which significantly impacted their academic functioning and social engagement. Both gross motor and fine motor impairments were commonly identified by key informants, particularly by physical therapists.

Gross motor issues included problems with balance, coordination, body awareness, and motor planning. These often resulted in difficulty with mobility, participation in group physical activities, and even basic postural control needed for classroom tasks.

“Gross motor challenges, issues with balance, coordination, and body awareness… low muscle tone, reduced stamina… slower motor planning…” [Physical Therapist 1]

“Balance problem, coordination problem, difficulty in writing, using scissors and holding pencils and pens. Also, difficulty in walking, running, jumping, and playing sports.” [Physical Therapist 2]

Fine motor impairments, on the other hand, were reported to affect students’ abilities to perform basic academic tasks such as handwriting, drawing, and manipulating small classroom tools like scissors and rulers.

“Fine motor skills difficulties, trouble with handwriting, challenges in drawing or manipulating small objects…” [Physical Therapist 1]

“Difficulty in gripping… leads to difficulty in using scissors, rulers, or small classroom tools.” [Physical Therapist 1]

“Fine motor skills problems, difficulty in writing and manipulating small objects like beads.” [Physical Therapist 2]

These motor deficits affected not just academic output, but also learners’ self-esteem, independence, and willingness to participate in both academic and peer-related activities. Informants highlighted how these challenges could contribute to reduced classroom participation, social withdrawal, and even long-term health issues.

“These limitations can affect their independence, participation, and confidence in both classroom and social settings.” [Physical Therapist 1]

“It can have significant effect to engage in both academic tasks and physical activities. It leads to learning, attention, and participation difficulty. It can affect their health condition like obesity and cardiovascular issues…” [Physical Therapist 2]

“Poor motor planning.” [Physical Therapist 2]

The findings emphasize the importance of occupational and physical therapy interventions in developing motor skills, increasing classroom independence, and improving overall student well-being (Costa, U. M. et al., 2017). This also underlines the necessity for adapted physical education, accessible instructional materials, and individualized motor support strategies in the classroom.

Strategies and Coping Mechanism of an Athletic Learner with Intellectual Disability and Microcephaly

Emerging themes underscored the significance of individualized instructional approaches, consistent emotional and behavioral support, and structured learning environments, all of which reflect the learner’s resilience and the concerted efforts of educators, peers, and caregivers in promoting her inclusion and success in school. Table 3 presents a synthesis of the themes that encapsulate the coping strategies employed by learners with intellectual disabilities, as derived from the insights of key informants.

Table 3. Coping Strategies for learners with Intellectual Disability.

Coping Strategies 1: Instructional and Learning Support Strategies

This theme emphasizes the importance of adapting instructional approaches to meet the diverse learning needs of students with intellectual and developmental disabilities. Informants emphasized the use of personalized, scaffolded, and multisensory strategies to support learning engagement, comprehension, and retention.

These approaches are grounded in principles of inclusive pedagogy, universal design for learning (UDL), and differentiated instruction, which prioritize accessibility, equity, and learner-centered teaching. Instructional support often begins with adjusting how content is delivered, ensuring it aligns with the student’s pace and cognitive style. SNED teachers underscored the value of explicit instruction and the importance of creating safe, confidence-building learning spaces.

“More practice, but make sure they are guided explicitly.” [SNED Teacher2]

“Moderating or adjusting your teaching strategy… make lessons more accessible… help build their confidence and trust…” [SNED Teacher 3]

Task breakdown was another common strategy used to enhance understanding and reduce cognitive overload. This involves deconstructing complex tasks into simpler, more manageable steps, often reinforced with visual aids and repetition.

“What works well for her are visuals, repetition, and step-by-step instructions.” [SNED Teacher 3]

“Breaking tasks into smaller steps using visual schedules helps reduce cognitive overload.” [Psychologist 2]

This approach aligns with the findings of Puzio, K. et al. (2014), who advocates that differentiated instruction must provide students with varied entry points to content, allowing them to process information in developmentally appropriate ways. Additionally, Mackey, M. et al. (2023) highlights how scaffolding and guided instruction under UDL principles help reduce barriers to learning.

Occupational therapists noted the significance of repetition and hands-on activities to support motor planning, memory retention, and sensory processing.

“Repetition and consistent practice… aid in retention, enhance memory and help students recall…” [Occupational Therapist 1]

“Exploring different learning strategies with visual tools, tactile learning, and hands-on approaches make a big difference in her learning.” [Occupational Therapist2]

Psychologists and teachers alike emphasized the use of multimodal teaching techniques including visual, auditory, and kinesthetic methods—to cater to different learning preferences.

“Providing multiple ways to learn and engage with the content, such as using visuals or physical objects, can be more effective.” [Psychologist 1]

“Her strength lies in her patience and willingness to try.” [SNED Teacher1]

Moreover, creating learning environments that are intentionally designed to reduce cognitive load while promoting independence was described as essential to both academic success and learner well-being.

“We need to focus on creating learning environments where the child can access content in a way that makes sense to them… reducing cognitive load.”[Psychologist 1]

These findings are supported by Vygotsky’s (1978) Zone of Proximal Development (ZPD) theory, which advocates for learning environments that support learners through guidance and collaboration, as well as Bruner’s (1983) model of scaffolding in instruction. When implemented effectively, these support strategies contribute to enhanced academic participation, greater learner autonomy, and improved confidence.

Coping Strategies 2: External and Social Support Systems

This theme focuses on the collaborative efforts and support structures beyond the classroom that contribute to the academic and emotional success of learners with disabilities. The data highlight the essential role of families, caregivers, and allied professionals in reinforcing learning, supporting routines, and maintaining consistency across different environments. Special education teachers consistently emphasized the value of parental involvement, particularly in reinforcing skills and behaviors taught at school. This kind of reinforcement ensures learning continuity and helps learners internalize routines and expectations more effectively.

“Parents need to reinforce what we teach at home so the child doesn’t forget.” [SNED Teacher 1]

“Support from the family is very important, especially when it comes to their child’s routines.” [SNED Teacher 2]

These insights align with recent research emphasizing the importance of family-school partnerships in enhancing student outcomes. A study by Darias-Behemino et al. (2024) found that parental involvement significantly correlates with improved student engagement across cognitive, affective, and behavioral domains, particularly for learners with learning difficulties. Key factors such as parental aspiration and the provision of physical facilities were identified as strong predictors of student engagement. Additionally, Bryan, J. A. (2017) applied Epstein’s Theory of the Six Types of Involvement to school counselor practice, highlighting how structured family-school-community partnerships can support student success.

Moreover, the coordination between teachers and other professionals such as occupational therapists, psychologists, and speech-language pathologists was recognized as vital in creating aligned, interdisciplinary interventions.

“We coordinate with other professionals, like therapists, to align our strategies.” [SNED Teacher 3]

This collaborative approach reflects the principles of the Whole Child Framework (ASCD, 2012), which advocates for holistic support by involving a network of educators, specialists, and caregivers to address the multifaceted needs of each learner (Aloizou, V., 2024). Bronfenbrenner’s Ecological Systems Theory (1979) further supports this by illustrating how a child’s development is shaped by interconnected systems, including the family (microsystem), school (mesosystem), and broader support networks. 

Coping Strategies 3: Coping and Learning Structures

This theme centers on the strategic instructional supports, environmental structures, and behavioral scaffolds that assist learners with intellectual disabilities (ID) in navigating academic, emotional, and behavioral challenges. These coping and learning structures are essential in helping students process tasks effectively, regulate emotions, and build functional independence in school and at home. Key informants emphasized the importance of using structured routines, visual supports, and step-by-step task breakdowns to create predictable and manageable learning environments. These methods reduce anxiety, minimize cognitive overload, and help learners stay focused and engaged.

“Visual schedules, structured routines, and consistent praise is really helpful.” [SNED Teacher 1]

“What works well for her are visuals, repetition, and step-by-step instructions.” [SNED Teacher 1]

“The Scaffolding strategy helps because it provides guided support for the child…” [SNED Teacher 2]

“Our instructions should be clear and concise so they can handle it and digest the information.” [SNED Teacher 2]

These findings align with Vygotsky’s (1978) theory of the Zone of Proximal Development (ZPD), which asserts that learners with cognitive challenges can achieve higher levels of learning when provided with appropriate scaffolding and guided participation. Structured environments and simplified instructions serve as tools to bridge the gap between what the learner can do independently and what they can achieve with support.

From a therapeutic standpoint, occupational therapists and psychologists noted that breaking down tasks into manageable components and using visual cues such as charts, schedules, and sequencing cards were crucial in maintaining student attention and avoiding frustration.

“…breaking down task to simpler, smaller steps… helps prevent students from feeling overwhelmed…” [OT1]

“…visual support like scheduling, charts and picture instructions…” [OT2]

“Breaking tasks into smaller steps and using visual schedules… reduce cognitive overload.” [Psychologist 1]

Celebrating small successes was also highlighted as a motivational technique that builds confidence and perseverance in learners with ID, especially in physical and non-academic settings.

“We also celebrate the small progress.” [Coach 1]

These methods are consistent with Universal Design for Learning (UDL) principles, which promote flexible approaches to instruction that accommodate diverse learners by providing multiple means of representation, engagement, and expression (Rao, K., 2021).

Parents affirmed the value of continuity in routines at home and school, further emphasizing the role of structured daily habits in developing academic readiness and emotional regulation.

“We also have a routine at home… develop good study habits.” [Parent]

“Her teacher gives simple and clear instructions… repeated several times until she understands.” [Parent]

Coping Strategies 4: Personal Strengths and Self-Motivation

This theme highlights the intrinsic qualities and emotional resilience of learners with intellectual disabilities (ID), which contribute significantly to their learning, development, and classroom participation. While learners with ID face unique challenges, they also demonstrate remarkable determination, leadership, emotional intelligence, and self-awareness, especially when nurtured in supportive and affirming environments. Informants emphasized the learners’ perseverance and willingness to try, which are vital traits for overcoming obstacles in both academic and social contexts.

“She really has strong determination. She doesn’t give up easily.” [SNED Teacher 1]

“Her strength lies in her patience and willingness to try.” [SNED Teacher1]

These insights align with contemporary positive psychology frameworks that emphasize cultivating individual strengths to enhance well-being, motivation, and performance. Recent studies highlight that integrating positive psychology principles in educational settings can significantly improve student engagement and academic achievement (Srinivasan, J. et al., 2024).

The importance of self-motivation, help-seeking behavior, and leadership qualities was echoed by parents, who observed that these internal strengths often emerge when learners are affirmed and given opportunities to take initiative.

“She has a natural leadership ability… helps her classmates…” [Parent]

“If she doesn’t understand, she asks for help… from her teacher or classmates.” [Parent]

“She is really happy when she is praised… motivated to try even harder next time.” [Parent]

“We make an effort to reward her… it helps her stay motivated and excited about school.” [Parent]

These statements illustrate the interplay of intrinsic and extrinsic motivators as conceptualized in Self-Determination Theory (SDT), which posits that motivation is enhanced when learners experience autonomy, competence, and relatedness. Recent research supports this framework, indicating that satisfying these psychological needs fosters autonomous motivation, leading to increased enjoyment and engagement in learning activities. Moreover, reinforcement mechanisms such as praise and recognition can bolster motivation when they affirm a learner’s sense of competence and autonomy, thereby sustaining engagement over time. (Wang, C. J., et al., 2019)

The SNED sports coach reinforced the idea that affirmation and motivation are critical tools for enhancing student confidence and participation.

“I always give them affirmations. I motivate them as frequently as I can…” [Coach2]

Moreover, the role of emotional support in building resilience was recognized by mental health professionals.

“Emotional support and encouragement… help her manage stress and build resilience…” [Psychologist 2]

This finding aligns with recent literature emphasizing emotional resilience as a critical protective factor for children with special needs. Resilience is understood not as a fixed trait but as a dynamic process that develops through positive relationships, supportive environments, and opportunities for success. Research indicates that supportive relationships play an enormous role in resilience across the lifespan, highlighting the importance of close attachment bonds with caregivers and mentors in fostering adaptive capacities in children facing adversity (Masten, A. S., & Barnes, A. J., 2018).

Coping Strategies 5: Functional and Life Skill Development

This theme highlights the importance of equipping learners with intellectual disabilities (ID) with essential life and functional skills that promote independence, adaptability, and real-world competence. Such skills include basic mathematical operations contextualized in everyday transactions (e.g., counting money), hygiene practices, social communication, and livelihood knowledge. These competencies not only enhance classroom engagement but also prepare learners for life beyond school.

SNED teachers highlighted the practical application of academics, such as teaching learners how to use and understand Philippine currency, manage simple transactions, and comprehend the value of money all within the broader goal of self-sufficiency.

“Instead, we should help them learn addition and subtraction, particularly in the context of counting money, including the Philippine currency.” [SNED Teacher 3].

“…important to teach them how to earn money and establish a livelihood…”

“…teach them the advantage and disadvantage of money, that they may be able to understand the value of their earnings…” [SNED Teacher 3].

“Emphasize the importance of maintaining neatness and cleanliness both in their products and in their personal hygiene.” [SNED Teacher 3].

“…to learn common everyday words, especially courteous phrases and the use of ‘po’ and ‘opo’…” [SNED Teacher 3]

These insights align with the functional curriculum approach, which emphasizes prioritizing practical, everyday skills to foster autonomy and community integration for learners with intellectual disabilities. Recent research underscores the importance of teaching functional skills such as self-care, communication, and daily living activities as perceived by special education teachers. A study by Alodat et al. (2020) found that educators rated these skills as highly important for promoting independence and facilitating smoother transitions into adulthood for students with intellectual disabilities.

Occupational and physical therapists reinforced this view by noting the effectiveness of hands-on activities, repeated practice, and one-on-one support in building focus and retention. They also stressed the importance of Activities of Daily Living (ADLs) and functional motor exercises as foundational elements of life skill instruction.

“…providing hands-on activities. Repetition and one-on-one support help learners stay focused…” [OT2]

“Activities that mimic everyday movements, ADLs focusing on functional movements.” [PT2]

“Do hand exercises, picking-up activities, even practice in writing and doing drawing and painting activities…” [PT2]

These practices align with Kolb’s Experiential Learning Theory, which posits that learner particularly those with special needs benefit from engaging directly in real-life tasks followed by reflection. This approach fosters deeper understanding and skill acquisition through a cyclical process of experience, reflection, conceptualization, and experimentation. Recent applications of this theory in educational settings have demonstrated its effectiveness in enhancing learning outcomes by promoting active participation and contextual learning (Kolb, Alice Y. and Kolb, David A., 2017).

Coping Strategies 6: Physical and Sensory Development

This theme emphasizes the integral role of physical and sensory development in fostering the overall learning and functional success of learners with intellectual disabilities (ID). Informants, particularly physical therapists, described how motor strengthening, sensory regulation, and structured physical routines support students’ classroom participation, attention, emotional regulation, and independence.

Several physical therapists emphasized the value of core strengthening, fine motor exercises, and sensory motor play to enhance classroom readiness and adaptive behavior. For example:

“Core strengthening to improve posture for sitting and focus during class.” [PT1].

“Fine motor activities to support writing and other tasks.” [PT1].

“Sensory motor play to enhance body awareness and attention.” [PT1].

“Simple physical routines like movement breaks, heavy work and care exercises help… stay focused and engaged.” [PT1]

These insights are supported by recent literature emphasizing the importance of postural control and fine motor coordination in classroom tasks. A scoping review by García-Massó et al. (2023) highlights the significance of postural education programs in schools, noting that promoting postural health benefits children’s individual well-being and can positively impact their engagement in learning activities.

Furthermore, sensory integration interventions have been shown to enhance students’ ability to process environmental stimuli effectively. A study by Andelin et al. (2023) demonstrates that sensory integration therapy in educational settings can improve functional regulation and active participation among children facing sensory processing challenges.

Additional practices mentioned by physical therapists included activities that mimic everyday functional movements and the importance of pacing interventions to prevent exhaustion and frustration:

“Activities that mimic everyday movements, ADLs focusing on functional movements.” [PT2].

“The exercise given must be done in progressive way to avoid frustrations and exhaustions…” [PT2].

“Physical strategies… can enhance mental alertness, promote good health and stamina, boost self-confidence and self-esteem…” [PT2].

“Use weights… practice walking… do unilateral standing for balance exercises.” [PT2]

These practices align with contemporary adapted physical education (APE) approaches, which advocate for individualized, developmentally appropriate physical activities to enhance physical competence, body awareness, and confidence among learners with disabilities. A recent guidebook emphasizes that APE provides adaptations and modifications to physical education, ensuring activities are as appropriate for students with verified disabilities as they are for those without, thereby promoting inclusive participation and skill development (NDE, 2025).

Furthermore, physical interventions have been shown to not only improve gross and fine motor skills but also enhance cognitive engagement, emotional stability, and social participation. A systematic review by Andelin et al. (2023) found that sensory integration interventions in school settings support performance and participation by improving functional regulation and active engagement among children with sensory processing challenges.

Coping Strategies 7: Use of Tools and Technology

This theme explores how both low-tech and high-tech assistive tools including visual supports, adaptive equipment, and digital technologies enable learners with intellectual disabilities (ID) to engage more effectively in learning, communication, and task execution. Informants highlighted how customized tools, structured routines, and visual cues play a significant role in promoting independence, reducing frustration, and enhancing comprehension.

The SNED teachers and therapists reported the use of visual schedules, praise systems, and modified equipment to guide student behavior and task completion:

“Visual schedules, structured routines, and consistent praise are really helpful.” [SNED Teacher 1]

“Use of cues such as pictures, symbols, and labels… integrating technology to enhance engagement…” [OT1]

“Using visual aids… visual support like scheduling, charts and picture instructions…” [OT2]

“Modifies tools like pencil grips, adapted scissors to support fine motor tasks…” [OT2]

In physical education and daily activities, non-verbal cues and tangible signals were employed to support understanding and motor planning:

“I raise a colored flag to show them which ball to throw.” [Coach 1]

Such strategies resonate with findings by Lieberman and Houston-Wilson (2009), who emphasize adapted physical education techniques, such as color-coded prompts, to enhance the participation of learners with ID and other developmental disabilities in physical tasks.

Furthermore, the psychologist emphasized the role of repetition, hands-on activities, and task breakdown in reinforcing learning:

“Use strategies such as repetition, visual aids, and hands-on activities…” [Psychologist 2]

“Breaking tasks into smaller steps using visual schedules…” [Psychologist 2]

The use of visual schedules and pictorial instructions aligns with contemporary evidence-based practices in special education, particularly for learners with cognitive or language-processing delays. Recent studies have demonstrated that visual schedules enhance predictability and task clarity, thereby reducing cognitive load and increasing task independence. For instance, Macdonald et al. (2018) found that implementing visual schedules and work systems improved on-task behavior and independent work skills among students on the autism spectrum in mainstream classrooms. Similarly, a study by Liang, Z. et al. (2024) reported that visual schedules significantly increased academic-related on-task behavior in students with autism spectrum disorder.

Coping Strategies 8: Psychological and Therapeutic Support

This theme emphasizes the critical role of psychological and therapeutic interventions in supporting the holistic development of learners with intellectual disabilities (ID). Emotional and mental health support through structured routines, family counseling, emotional regulation strategies, and reinforcement systems helps learners manage stress, build resilience, and thrive both academically and socially.

As described by the psychologists interviewed:

“They can achieve progress in academic challenges with continued appropriate support in learning at home and in school.” [Psychologist 1]

“Emotional coping skills, such as positive reinforcement and social support…” [Psychologist 1]

“We have family counseling to help families understand and support their child’s emotional and academic needs.” [Psychologist 1]

“Provide a structured environment that promotes emotional regulation and academic progress.” [Psychologist 1]

“Emotional support and encouragement… help her manage stress and build resilience…” [Psychologist 2]

“Teaching emotional coping techniques, such as positive reinforcement and adequate social support…” [Psychologist 2]

“Cognitive Behavioral Strategies (CBT)… teaching students to identify and change negative thought patterns…” [Psychologist 2]

These practices reflect the integration of mental health and socio-emotional learning (SEL) for students with intellectual disabilities. Self-determination and emotional regulation are essential for their development (Shogren et al., 2018). Adapted Cognitive Behavioral Therapy (CBT) has also been effective in helping learners with ID manage emotions and develop coping strategies (Hassiotis et al., 2018). Additionally, trauma-informed approaches and structured routines enhance emotional safety and learning engagement (Brunzell, Stokes, & Waters, 2019).

Approaches for the Ongoing Development of Learners with Intellectual Disabilities in Academics and Sports.

A rigorous thematic analysis of the qualitative data obtained from various stakeholders including her parents, SNED teachers, coaches, and allied health professionals revealed several salient themes that reflect a comprehensive and multi-dimensional support system. These themes encapsulate a broad spectrum of instructional methodologies, motivational strategies, and psychosocial interventions employed to address the learner’s unique needs.

The intersection of these supportive efforts across home, school, and athletic contexts contributes meaningfully to her holistic development, enabling her to thrive academically, excel in sports, and enhance her interpersonal relationships. The succeeding sections elucidate each emergent theme, substantiated by direct participant narratives.

Table 4 presents a synthesis of the approaches used to foster the continuing development of learners with intellectual disabilities, focusing on their academic and sports participation. The table highlights the collaborative efforts of parents, teachers, coaches, and allied professionals, detailing the strategies and interventions that support the learners’ holistic growth. These approaches emphasize individualized support, structured learning environments, goal-setting, and consistent reinforcement, ensuring that learners can maximize their potential both academically and athletically.

Table 4. Development Approach for Learners with Intellectual Disabilities in Academics and Sports

Approaches 1: Empowering the Child Through Consistent Home-Based Support and Emotional Involvement (Parent Approach)

This theme highlights the important role of parents in the holistic development of learners with intellectual disabilities (ID). Parents serve as the cornerstone of the support system, ensuring continuity of learning and skill-building at home. Their unwavering commitment, emotional investment, and active participation in both academic and athletic domains foster a nurturing environment where the learner feels motivated, confident, and included.

As parent expressed:

“We do everything we can to support her growth. Whatever is beneficial for her—whether academic or in sports—we fully support. It’s not always easy, but we are happy when she is happy, especially when we see that she is motivated, enjoys going to school, and is active in her sports.” [Parent]

Moreover, the emotional bond and reinforcement provided by the parents significantly contribute to the learner’s self-esteem and enthusiasm for learning and sports:

“The relationships with the teacher, coach, and us as parents have a huge impact on the child’s progress. The encouragement given by us and the teachers and coaches greatly helps with her self-confidence.” [Parent]

Parents also reported collaborative practices such as maintaining regular communication with teachers and coaches to align strategies, ensuring that support is coherent and responsive:

“Communication is very important in coordinating support. We always talk with the teacher and coach to understand what needs to be done to help her.” [Parent]

Empirical studies underscore the significance of parental involvement in the education of children with intellectual disabilities. A study by Kushwaha and Ahmad (2024) found that positive parental involvement, characterized by consistent support, high expectations, and active collaboration with schools, correlates with better academic performance in children with mild intellectual disabilities.

Furthermore, the National Longitudinal Transition Study-2 (NLTS2) reported that families of students with disabilities are very involved in supporting their children’s educational development at home, with most families regularly talking with their children about school and helping with homework at least once a week.

Approaches 2: Fostering Learning Through Individualized Instruction and Inclusive Pedagogy (SNED Teacher Approach)

This theme highlights that the role of Special Needs Education (SNED) teachers is pivotal in the academic development of students with intellectual disabilities (ID). By employing individualized instruction tailored to each learner’s unique needs and inclusive pedagogical strategies, these educators create environments where students can thrive. Key elements of this approach include the use of visual aids, simplified instructions, and the establishment of trusting relationships that encourage active and confident participation.

As emphasized by SNED teachers:

“The best setup is when everyone is connected teachers, parents, and coaches. Parents who are open to communication and willing to help really make a big impact. Coaches who are patient and demonstrate the steps make it easier for the child to understand. When everyone is coordinated, the support system becomes clearer and smoother.” [SNED Teacher 1]

“She really responds positively, especially when she feels comfortable with the adult. If she knows that someone is there to help her, she becomes motivated. In my class, once she bonds with the teacher, she becomes more expressive and very willing to participate. Trust plays a huge role in her progress.” [SNED Teacher 1]

“Parents and coaches must be collaborative and have aligned goals for the child’s success.” [SNED Teacher 2]

“We should guide students in setting goals and maintain open communication between school and home.” [SNED Teacher 3].

The results underscore the effectiveness of individualized instruction and inclusive pedagogy in special education. A study by Ishartiwi (2023) highlights that individualized learning is an ideal intervention for students with intellectual disabilities, accommodating their personal-social skill requirements. Black-Hawkins, K. (2017) discuss inclusive pedagogy as an approach that addresses individual differences by extending what is ordinarily available to all learners, promoting equity and participation. Scholars Jardinez, M. J., & Natividad, L. R. (2024).  emphasizes that inclusive education integrates individuals with disabilities into regular classrooms, reflecting the diversity of society and promoting equity.

These findings align with the practices of SNED teachers, demonstrating that individualized and inclusive teaching strategies are essential for the academic and social development of learners with ID.

Approaches 3: Enhancing Physical and Mental Growth Through Structured, Goal-Oriented Athletic Support (SNED Sports Coach Approach)

This theme emphasize that the athletic support plays a vital role in the holistic development of learners with intellectual disabilities (ID), contributing not only to physical growth but also to mental resilience, social inclusion, and emotional well-being. SNED sports coaches employ structured, goal-oriented training programs that are tailored to each learner’s unique abilities and developmental needs. These programs help build self-confidence, reinforce discipline, and foster a sense of achievement through consistent progress in physical performance.

Importantly, the success of these athletic initiatives hinges on strong collaboration between coaches, teachers, and parents. This integrated support system ensures that learners benefit from consistent reinforcement of routines and goals both in formal settings and at home.

As emphasized by the SNED Sports Coaches:

“Coaches, teachers, and parents work together by communicating regularly and sharing updates on their child’s development.” [Coach 1]

“A good training plan and consistent training are necessary for these students’ successful sports participation.” [Coach 1]

“Encourage their parents to let their child practice at home with their supervision because practice can really improve their skills.” [Coach 2]

“If the child has a need for therapy or a tutorial, it’s best to encourage the parents to send their child to therapy or tutorial to address their kid’s needs.” [Coach 2]

These insights reveal that beyond the athletic domain; coaches recognize the importance of reinforcing developmental goals at home and through other professional interventions when necessary. This multi-disciplinary and structured approach significantly enhances the learner’s physical competencies, emotional regulation, and mental preparedness for inclusive education.

According to Özkan, Z., & Kale, R. (2023), structured physical activity programs significantly improve motor skills, self-esteem, and social engagement among students with intellectual disabilities. Marsigliante, S. et al (2023) highlight that inclusive physical education and sport improve both physical fitness and psychological well-being when coordinated with home and school-based supports. The use of goal-oriented, individualized athletic interventions has been shown to enhance adaptive behaviors and promote inclusive social experiences (Imai, Y. et al, 2023; Minghelli, V. et al, 2023).

Approaches 4: Collaborative and Integrated Support (Multidisciplinary Approach)

This theme highlights that the success of learners with intellectual disabilities is significantly enhanced through a collaborative and integrated support system involving parents, SNED teachers, and sports coaches. The findings highlight that when these key stakeholders work together in a unified, coordinated manner, they form a strong, multi-dimensional support structure that promotes the holistic development of the learner academically, athletically, emotionally, and socially.

This collaborative framework ensures that support is consistent, responsive, and aligned across different environments. The shared understanding of the learner’s goals, needs, and progress fosters a seamless support experience that empowers the child to thrive.

As emphasized by stakeholders:

“The best setup is when everyone is connected—teachers, parents, and coaches. Parents who are open to communication and willing to help really make a big impact. Coaches who are patient and demonstrate the steps make it easier for the child to understand. When everyone is coordinated, the support system becomes clearer and smoother.” [SNED Teacher 1]

“Parents and coaches must be collaborative and have aligned goals for the child’s success.” [SNED Teacher 2]

“Communication is very important in coordinating support. We always talk with the teacher and coach to understand what needs to be done to help her.” [ Parent]

“She really responds positively, especially when she feels comfortable with the adult. If she knows that someone is there to help her, she becomes motivated.” [SNED Teacher 1]

These accounts underscore the importance of open, continuous communication, mutual trust, and shared accountability. Trust between the learner and adults in her environment serves as a catalyst for engagement, motivation, and emotional security. These approaches contribute not only to measurable academic and athletic improvements but also to emotional resilience, self-esteem, and social inclusion. The coordinated, holistic support system ensures that learners are not only participating but also meaningfully thriving in both educational and sports contexts.

These supports Bronfenbrenner’s Ecological Systems Theory (1979) emphasizes the interconnectedness of home, school, and community in child development. Panse-Barone, C. et al. (2024) emphasize family-professional collaboration as a best practice in special education. Lindsay, S., & Varahra, A. (2022) found that collaborative support improves self-determination and positive developmental outcomes among students with disabilities.

Individualized Interventions and Strategies for a Learner with Microcephaly and Learning Disability

Stakeholders utilize to enhance both academic learning and athletic performance. The responses presented below highlight individualized, evidence-based, and collaborative approaches that have been observed to significantly impact the growth and engagement of these learners. It is essential to focus toward the strategies and interventions that effectively support the development of the learner with intellectual disability. Table 5 summarizes the various individualized interventions and strategies employed by teachers, parents, therapists, and coaches to support the academic and sports participation of a learner with microcephaly and learning disability. These interventions emphasize adaptive instruction, emotional support, physical development, collaboration, and social integration.

Table 5. Individualized Interventions and Strategies for a Learner with Microcephaly and Learning Disability to Enhance Academic Performance and Sports Participation.

Intervention 1: Individualized and Adaptive Learning Strategies

This theme underscores the importance of personalized and adaptive approaches in supporting the academic and athletic development of learners with intellectual disabilities (ID). The findings reveal that educators, therapists, coaches, and parents implement intentional modifications tailored to each learner’s cognitive, physical, and emotional profile. These strategies are not only necessary but also foundational to promoting meaningful engagement, confidence, and overall growth.

Stakeholders described a wide range of interventions, including visual aids, simplified instructions, task boxes, modified sports routines, adaptive tools, structured teaching methods, and consistent reinforcement. These strategies are rooted in the principle that every learner with ID has unique needs and capacities that must be addressed through individualized planning and adaptive methodologies.

As emphasized by key informants:

“Teachers and coach create strategies specifically for her, such as using visual aids, giving simplified instructions, and customizing learning materials.” [Parent]

“Structured teaching methods like TEACCH, task boxes, and visuals are very effective.” [SNED Teacher 1]

“Visual cues also work as a step-by-step guide in doing multiple-step activities.” [SNED Teacher 2]

“I’ve found out that having or using visual aids, providing them consistent encouragement, and giving simple instructions are effective strategies when training learners with ID.” [Coach 1]

“Simplifying your instructions is really effective and sticking to a routine because it improves muscle memory and mastery.” [Coach 2]

“Designing individualized programs tailored to the learner’s physical and cognitive abilities incorporating visual supports and demonstrations, simplifying tasks, encouraging peer support… are all essential strategies for effective learning support.” [Occupational Therapist 1]

“Adaptation like large balls, simplified rules, visual cues and step-by-step instruction helps to participate more confidently and safely in sport activities.” [Occupational Therapist 2]

“Exploring different learning strategies for learner, but most of the time repetition.” [Occupational Therapist 3]

“I observed that the most helpful for these learners is… giving them physical exercises… but with utmost importance is the support, motivation, encouragement, positive environment in collaboration with the family and caretakers and teachers…” [Physical Therapist 2]

“To support her learning and athletic performance, we focus on creating individualized strategies. These include tailored learning plans that target specific needs and strengths…” [Psychologist 1]

“For both learning and athletic performance, we emphasize a comprehensive support system… and targeted strategies to help her manage challenges in both areas.” [Psychologist 2]

These results demonstrate that customization and adaptation are central to success in both educational and athletic domains. The consistent emphasis on repetition, simplified tasks, and visual reinforcement reflects best practices in special education and therapy. More importantly, the strategies are not implemented in isolation; they are supported by a collaborative network involving teachers, therapists, coaches, and families, ensuring continuity of care and consistency across environments.

The TEACCH approach and the use of visual supports are widely recognized as effective strategies for learners with ID (Pasco, G., 2018). Differentiated instruction and Universal Design for Learning (UDL) emphasize the necessity of adapting content, process, and product based on individual learner profiles (Van Munster, M. A. et al., 2019). Research by Carbone, P. S. et al. (2021) and de Sousa Junior, R. at al. (2024) supports modification of physical activities as a key factor in improving the participation and safety of children with disabilities in sports.

Intervention 2: Holistic and Emotional Support Systems

This theme highlights the critical role of emotional and psychosocial support in enhancing the academic and athletic engagement of learners with intellectual disabilities (ID). Beyond cognitive and physical interventions, the findings emphasize the importance of emotional resilience, motivation, self-worth, and supportive relationships in enabling these learners to thrive.

Stakeholders across roles pointed to strategies such as positive reinforcement, expressions of genuine care, consistent encouragement, environmental acceptance, and emotional regulation as key to promoting learners’ holistic development. These strategies foster not only task achievement but also self-confidence, joy, and a sense of belonging, which are essential for sustained participation in both learning and physical activities.

From the perspective of the parent, emotional and social validation proved to be more powerful than instructional techniques alone:

“Encouragement and support are truly the most effective.” [Parent]

“Acceptance of who she is and what she is capable of achieving is also one of the most important things.” [Parent]

“She smiles and expresses her gratitude, and you can see in her eyes the joy of knowing that there are people who are helping and encouraging her.” [Parent]

“She is able to retain the new learning methods—as long as she feels that you genuinely care about her and that she has support.” [ Parent]

From the SNED teacher’s perspective, the emotional impact of achievements, no matter how small, is profoundly meaningful for the learner:

“You can really see that she’s happy when she achieves something new.” [SNED Teacher 1]

“Small wins have a big impact on her.” [SNED Teacher 1]

A similar approach was endorsed by the sports coach, who emphasized motivation and positive reinforcement through family-supported rewards:

“Aside from giving timely feedback and motivations, give the kid simple rewards or maybe ask his parents to give him an inexpensive reward at home to encourage him to continue and participate more.” [Coach 2]

The occupational and physical therapists further emphasized the need for consistent emotional and environmental support, family involvement, and flexible approaches that prioritize functional goals and psychosocial growth:

“Sessions may focus more on functional skills like self-care, motor coordination, and classroom participation with flexible pacing and family involvement to support progress across all settings.” [Occupational Therapist 2]

“I observed that the most helpful for these learners is not only giving them physical exercises… but with utmost importance is the support, motivation, encouragement, positive environment in collaboration with the family and caretakers and teachers.” [Physical Therapist 2]

“To help them realize that they can have quality of life and they are valuable in society, especially in their family.” [ Physical Therapist 2]

The psychologists offered a clinical lens, emphasizing therapeutic methods to support emotional health and behavioral regulation:

“Additionally, integrating mindfulness and emotional regulation techniques help students manage stress and maintain focus, both in the classroom and during physical activities.” [Psychologist 1]

“We can use Cognitive Behavioral Techniques (CBT) to address any negative thought patterns, helping them develop a more positive mindset and approach to challenges.” [Psychologist 1]

“Mindfulness and emotional regulation techniques are essential to help students control anxiety and frustration, leading to better performance in both their studies and sports.” [ Psychologist 2]

“Finally, applying Cognitive Behavioral Techniques (CBT) can help them overcome negative thinking, promoting a more optimistic outlook and better problem-solving approach.” [Psychologist 2]

These results collectively affirm that emotional support, genuine care, and a nurturing environment are foundational for the learner’s success. When learners with ID are surrounded by a system that believes in their potential and celebrates their small victories, they are more likely to be engaged, motivated, and resilient across various life domains.

Research indicates that social-emotional learning (SEL) and supportive classroom climates enhance learning outcomes and emotional regulation among students with special needs (Hassani, S., & Schwab, S.,2021; Aygün, H. E., & Taşkın, Ç. Ş., 2022). Cognitive Behavioral Therapy (CBT) and mindfulness interventions are shown to significantly improve emotional resilience, reduce anxiety, and promote adaptive behavior in children with intellectual disabilities (Osborn, R. et al., 2018). Family involvement and collaborative caregiving have been linked to better developmental and educational outcomes in children with disabilities (Rao, S. et al., 2020; Xu, Y., 2020).

Intervention 3: Inclusive Physical Development and Sports Participation

This theme highlights the importance of adapting physical activities and sports programs to meet the unique needs of learners with intellectual disabilities. It emphasizes that inclusion in sports is not about minimizing challenges but about maximizing participation, enhancing functional motor skills, and promoting self-esteem through meaningful engagement. Participants underscored that learners with intellectual disabilities benefit significantly from structured, interest-based, and supportive physical education programs. These programs, when adapted appropriately, promote social interaction, physical fitness, emotional regulation, and overall well-being.

As emphasized by the SNED sports coaches, active participation and enjoyment are key indicators of success. Inclusion means ensuring these learners are not left on the sidelines but are empowered to engage at their own pace with suitable supports:

“The main goal is participation.” [Coach 1]

“As long as she is there and able to show some engagement and enjoyment, that is already a success.” [Coach 1]

“These learners need to feel that they are part of the group, not just watching on the sidelines.” [Coach 1]

“Instructional strategies must be adapted—visual cues, demonstration, hands-on guidance can help learners with intellectual disabilities participate meaningfully.” [Coach 2]

“Inclusion doesn’t mean giving them less to do—it’s about giving them equal chances with suitable support.” [Coach 2]

Occupational therapists emphasized that physical development activities should be tailored to promote independence, coordination, and engagement in daily routines, using enjoyable and non-overwhelming motor tasks:

“Build their confidence through adaptive motor activities that are fun and not overwhelming.” [ OT 1]

“Focus on activities that improve coordination, balance, and independence in both academic and daily routines.” [OT 1]

“Sessions may focus more on functional skills like self-care, motor coordination, and classroom participation with flexible pacing and family involvement to support progress across all settings.” [OT 2]

“Help the learners master everyday movements needed for school and play.” [OT 2]

Physical therapists further emphasized the need to align physical interventions with learner interests and abilities, breaking down tasks and using positive reinforcement to sustain motivation:

“Motor skill development should be aligned with their interests—some kids respond more to sports, some to games.” [PT 1]

“Break down physical skills into simpler steps, reward small achievements, and always make it enjoyable.” [PT 1]

“I focus on the physical and sensory side, but we never separate that from their overall well-being.” [PT 2]

“Integrating movement with rhythm, such as through clapping or timed motions, can help learners with intellectual disabilities grasp timing and pace.” [PT 2]

Collectively, these perspectives illustrate that inclusive physical education for learners with intellectual disabilities requires careful planning, collaboration among professionals, and a deep understanding of each learner’s needs. Success is measured not only by skill mastery but by increased engagement, confidence, and sense of belonging.

According to Ash, T. et al. (2017), inclusive physical activity enhances motor development, cognitive functioning, and social-emotional growth in children with intellectual disabilities. Scholars Trabelsi, O. et al. (2022) noted that using visual schedules, peer modeling, and repetition can significantly improve participation and skill acquisition in physical education settings. Scholars Pangrazi, R. P., & Beighle, A. (2019) emphasized the role of modified equipment, simplified instructions, and a supportive environment in increasing both enjoyment and achievement in physical activities among learners with developmental disabilities.

Intervention 4: Collaborative and Evaluative Practices

This theme underscores the critical role of collaboration among teachers, therapists, parents, and coaches, as well as the importance of continuous, consistent evaluation methods to measure learner progress and improve interventions. It reflects a team-based, learner-centered approach where observation, assessment, feedback, and adaptation form the core of inclusive education for learners with intellectual disabilities.

Professionals and stakeholders stressed that collaborative planning and regular assessment grounded in the child’s day-to-day experiences are vital in identifying what strategies are working and in making timely modifications. When practiced effectively, these methods promote functional learning, goal alignment, and shared accountability across different settings.

As emphasized by the Special Needs Education (SNED) teachers, evaluating the effectiveness of strategies is deeply embedded in daily classroom practices:

“We can determine if our intervention strategy is successful by assessing our learner.” [SNED Teacher 2]

“If there is positive development and learning is evident, we can conclude that it was effective for the child.” [SNED Teacher 2]

“By oral questioning and observation during activities.” [SNED Teacher 3]

“It’s also crucial for them to understand traffic lights and signs to help avoid accidents.” [SNED Teacher 3]

These statements highlight that direct, practical evaluation methods, such as observation and questioning, are commonly used in SPED classrooms, with a strong emphasis on life-skill relevance.

The Occupational Therapists (OTs) highlighted the importance of individualized and goal-oriented therapy sessions, while emphasizing the role of family and interprofessional collaboration:

“Designing individualized programs tailored to the learner’s physical and cognitive abilities… ensuring consistent and regular practice of skills are all essential strategies for effective learning support.” [OT 1]

“Strong collaboration also supports the learner’s progress.” [OT 2]

“Sessions may focus… with flexible pacing and family involvement to support progress across all settings.” [OT 2]

Physical Therapists (PTs) further reinforced the value of structured, observational assessments that go beyond mere motor performance. Their methods include multidimensional feedback involving caregivers, educators, and the learners themselves:

“Observational assessment, using structured observations to assess engagement level during activities, skill performance and confidence, social interaction and interviews or focus groups and longitudinal follow-up.” [PT 1]

“Through physical therapy evaluation, observation and assessments from the teachers, family, caretakers or other professional discipline.” [PT 2]

“Support, motivation, encouragement, positive environment in collaboration with the family and caretakers and teachers.” [PT 2]

Meanwhile, the psychologists in the study emphasized that the consistency of intervention strategies, reinforced by a network of support, enables both academic and non-academic growth:

“To support her learning and athletic performance, we focus on creating individualized strategies… consistent practices to help reinforce concepts.” [Psychologist 1]

“Collaboration with her coaches and educators ensures she receives the right guidance and motivation.” [Psychologist 2]

Across disciplines, these results emphasize that collaborative, multidisciplinary, and evaluative practices are fundamental to ensuring that learners with intellectual disabilities receive responsive, meaningful, and measurable support. These efforts not only enhance skill development but also contribute to emotional stability, safety, and long-term independence.

According to Dillon, S. et al. (2021) stress that collaborative consultation between professionals improves the consistency and quality of services for students with special needs. Scholar Middleton, T. N. (2020) argue that co-teaching and shared decision-making increase student engagement and achievement in inclusive settings. Francisco, M. P. B. et al. (20200 highlight how ongoing assessment and family involvement are integral to creating individualized programs that evolve with the child’s progress.

Intervention 5: Social and Behavioral Integration

This theme captures the critical importance of fostering social adaptation and appropriate behavioral development among learners with intellectual disabilities (ID), both in academic and athletic environments. The integration of these learners into group settings requires targeted strategies that promote self-understanding, positive behavior, peer relationships, and respect for self and others all essential for achieving meaningful inclusion.

As highlighted by a Special Needs Education (SNED) teacher, learners with ID must first build awareness of their conditions and social presentation, which serves as a foundation for improving how they interact with others and how others perceive them:

“First, it’s important for them to understand their conditions, how they look like, and how the people look at them, as some people may be afraid of them.” [SNED Teacher 3]

“Despite their conditions, they should strive to behave well and have a good behavior that they can earn respect and make friends.” [SNED Teacher 3]

“Additionally, they should learn about appropriate clothing for various occasions.” [SNED Teacher 3]

These insights reveal that self-awareness, behavior regulation, and practical social norms (such as dress etiquette) are all part of the behavioral curriculum that supports learners’ social inclusion.

From a multidisciplinary perspective, several professionals echoed the value of peer interaction and structured social training:

“Encouraging peer support to enhance participation and social interaction.” [Occupational Therapist 1]

“Social skills training would support their ability to collaborate and communicate in both academic and athletic settings.” [Psychologist 1]

“Training in social interactions will further strengthen their capacity to work with others and communicate effectively in various environments.” [Psychologist 2]

These statements suggest that social development must be intentional and scaffolded, with learners given opportunities to practice and refine interpersonal skills in safe, structured settings.

Furthermore, as noted by the Physical Therapist, social behavior is not separate from functional skills development. Observing social interactions during physical activities provides important indicators of engagement, cooperation, and emotional adjustment:

“Structured observations to assess… social interaction.” [Physical Therapist 1]

This shows that professionals in physical and behavioral fields alike are attuned to the social dimensions of development, which are inseparable from academic or physical achievements.

According to Bowman-Perrott, L. et al. (2023), peer-mediated interventions enhance social skills and engagement in students with intellectual and developmental disabilities. Andrikos, G. P. et al. (2024) emphasize that explicit instruction in social skills including communication, cooperation, and self-regulation is necessary for learners with ID to succeed in inclusive environments. The work of Bandura (1977) on social learning theory also supports the idea that behavior modeling, reinforcement, and environmental feedback are essential in shaping socially appropriate behavior (Khadka, C., 2024).

Figure 2 presents a conceptual framework that illustrates the interconnected factors influencing the academic and athletic development of a learner with intellectual disability and microcephaly. It captures the dynamic interaction between individualized support systems, therapeutic interventions, and inclusive educational and sports environments that contribute to the learner’s holistic growth.

Fig. 2. Framework Illustrating the Academic and Athletic Development of a Learner with Intellectual Disability and Microcephaly

DISCUSSION

This case study investigates the multifaceted experiences of an athletic learner with Intellectual Disability (ID) and microcephaly in an inclusive educational setting. The findings underscore the intersecting challenges she faces, the coping strategies she employs, the collaborative support of stakeholders, and the evidence-based interventions that foster her development and participation in both academic and athletic contexts.

Challenges in the Learner’s Educational Journey. The learner’s journey is marked by diverse and interrelated challenges. Academic Challenges Due to Cognitive and Executive Functioning Limitations such as the learner consistently exhibited academic difficulties rooted in cognitive and executive functioning limitations, particularly in retaining information, sustaining attention, and engaging in abstract reasoning. These persistent challenges significantly impeded her academic progress and align with existing literature that highlights how individuals with intellectual disability (ID) and microcephaly often experience global developmental delays and require long-term, structured educational support (Maenner et al., 2020). The learner’s instructional needs necessitated individualized pacing, repetitive reinforcement, and multi-sensory teaching strategies approaches widely recognized as essential for neurodiverse learners who process information through nontraditional modalities. Furthermore, deficits in executive functioning especially in areas such as planning, organizing, and executing multi-step academic tasks posed additional barriers to both academic achievement and athletic participation, underscoring the need for sustained and adaptive support systems across learning contexts. Emotional and psychological challenges were also evident, particularly in regulating anxiety, managing frustration, and coping with social comparisons. These internal struggles affected her classroom participation and social relationships. Social and behavioral issues, including impulsivity, limited peer interactions, and communication delays, further complicated her integration into inclusive environments. Physical and motor challenges such as poor coordination and low muscle tone impacted her performance in physical education and sports.

Coping Mechanisms and Strategies. In the face of these challenges, the learner utilized several coping mechanisms supported by her environment. Key strategies emerged in the areas of instructional and learning support, such as the use of visual aids, simplified language, task breakdown, and repetition, reflecting the application of Universal Design for Learning (Rao, 2021). The presence of external and social support systems was a cornerstone of her resilience. Her parents, teachers, and coaches consistently provided encouragement, guidance, and emotional reassurance. These systems echo Bronfenbrenner’s Ecological Systems Theory (1979), highlighting the interconnected role of family, school, and community in the learner’s development. The learner also developed personal strengths and self-motivation, such as perseverance and a positive attitude during sports training, which helped her build confidence and self-worth. Psychological and therapeutic support, including regular sessions with professionals, aided her in managing anxiety, improving focus, and processing emotions. Technological tools and structured routines like using timers, visual schedules, and task cards helped mitigate her executive functioning limitations. These strategies are well-documented in special education literature as essential for learners with attention and memory difficulties (Brillhart, K. M., 2020).

Stakeholder Approaches to Inclusion and Development. The learner’s progress can be attributed in large part to the coordinated efforts of key stakeholders: Parents provided consistent emotional support, reinforced learning at home, and participated in regular consultations. Special Needs Education (SNED) Teachers implemented individualized lesson plans, differentiated instruction, and provided accommodations aligned with the learner’s developmental profile. Sports Coaches designed adapted physical training programs, set achievable goals, and nurtured the learner’s physical and social development. Collaborative integration of parents, teachers, and coaches allowed for continuity, consistency, and responsiveness across learning domains. This holistic support system mirrors the collaborative consultation model (DeMartino & Specht, 2018), which underscores the importance of interdisciplinary teamwork in inclusive education.

Interventions and Adaptive Strategies. The five (5) core themes emerged from the analysis, namely, 1. Holistic and Emotional Support Systems, 2. Inclusive Physical Development and Sports Participation, 3. Collaborative and Evaluative Practices, 4. Social and Behavioral Integration, and 5. Adaptive and Individualized

Instructional Approaches. These themes collectively demonstrate a multidimensional approach to inclusive education that recognizes the interplay of emotional, physical, cognitive, and social development in supporting learners with complex needs.

Holistic and Emotional Support Systems. Psychosocial support from family and therapy services stabilized the learner’s emotional state and reduced disruptive behaviors. Consistent emotional reinforcement and scaffolding rooted in Social-Emotional Learning (Park et al., 2020) helped sustain motivation and focus, particularly during transitions and challenging tasks.

Inclusive Physical Development and Sports Participation. Participation in structured athletics improved the learner’s gross motor coordination, spatial awareness, and social engagement. These findings affirm the role of inclusive sports in advancing both physical and cognitive development (Furrer et al., 2020) and align with the UNCRPD Article 30 on full participation in recreational activities.

Collaborative and Evaluative Practices. The development and regular review of the learner’s Individualized Education Plan (IEP) through input from teachers, therapists, and family ensured that instruction remained responsive and adaptive. This reflective practice is grounded in formative assessment theory and enables real-time adjustments based on observed progress (Prastikawati et al., 2024).

Social and Behavioral Integration. Th use of structured routines, positive reinforcement systems, and peer modeling enhanced the learner’s behavior and interpersonal relationships. These practices are supported by Applied Behavior Analysis (ABA) principles (Shepley & Grisham-Brown, 2019), which emphasize behavior shaping through consistent feedback and support.

Adaptive and Individualized Instructional Approaches. Differentiated instruction, simplified content delivery, and visual scaffolds were central to helping the learner grasp abstract concepts. These practices align with the Universal Design for Learning framework, which promotes flexibility in instruction to accommodate learner variability (Rao, 2021). High expectations paired with structured supports enabled academic growth despite significant cognitive barriers (Chen, 2021).

Implications for Inclusive Education. The results of this case study affirm that inclusive education for learners with ID and microcephaly must be individualized, holistic, and collaborative. The intersection of cognitive, physical, emotional, and behavioral challenges requires educators, caregivers, guardians, and parents to use evidence-based strategies grounded in both developmental theory and practice. The integration of therapeutic services, adaptive sports, inclusive pedagogy, and family engagement forms a dynamic support system that empowers learners to thrive across domains.

This study contributes to the growing discourse on inclusive education in the Philippines by demonstrating practical, context-specific interventions that support whole-child development. It also underscores the need for sustained professional development, intersectoral collaboration, and systemic policy support to institutionalize inclusive practices nationwide.

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