Analysis of Teaching Methods and Challenges in Self- Contained Classes in Special Needs Education in Bahrain: Strategies for Adaptation in the Philippine Educational Context

This study examined the teaching methods and challenges in self-contained classes for learners with special needs in Bahrain, as well as strategies for adaptation in the Philippine educational context. The researcher employed qualitative descriptive research. The researcher used a purposive sampling method. The researcher used the semi-structured interview method to allow participants to elaborate on their points and provide rich data for the study. Utilizing Stevick-Colaizzi's approach by incorporating Keen's thematic analysis process. The simplified SCK method includes the following steps: Bracketing, Horizontalizing, Clustering, Textural Description, Structural Description, Composite Description, and Verification. The findings showed five main themes: individualized instruction through IEPs, differentiated teaching, behavioral and functional skill development, collaboration across disciplines, and classrooms that are open to everyone. Even though they work well, teachers have problems like too much work, not enough resources, and parents not being involved enough. Emotional and behavioral problems make teaching even harder, which adds to the stress on teachers. The study recommends culturally responsive, affordable, and technology-integrated strategies, focusing on professional development, collaboration, and contextualized learning—strategies that can be adapted to the Philippine context to foster inclusivity and sustainable educational outcomes.

Self- Contained, Special Needs Education

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