The Utilization of Innovative Teaching Strategies for Inclusive Education: Benefits and Challenges Experienced by Filipino Teachers in Thailand

AUTHOR(S)

PATRICIA JACA FLORES ELIZABETH FAJARDO EPISCOPE, EdD

ABSTRACT

— This study investigated the use of innovative pedagogical strategies for inclusive education among Filipino teachers in Thailand, aiming to explore the advantages, challenges, and demographic factors affecting their pedagogical strategies. Employing a mixed-method study design, the study collected quantitative data from structured questionnaires distributed among 100 Filipino special education teachers, supplemented with qualitative data collected from semistructured interviews. Results showed that Universal Design for Learning (UDL) and Differentiated Instruction (DI) were most commonly applied in inclusive classrooms, especially in the use of multimedia resources and lesson planning based on the requirements of the learners. The most common challenges identified were limited access to assistive technology, insufficient specialized training, and cultural adaptation issues. Correlational analysis revealed that teaching experience made a significant difference in the level of strategy implementation. The study concluded that, despite the unflinching dedication of Filipino teachers to inclusive pedagogy, additional institutional and policy support is critical for the establishment of more efficient pedagogical strategies. The study highlights the need to offer targeted professional development and context-specific support mechanisms to enhance inclusive education in international pedagogical settings. Keywords — Inclusive Education, Innovative Teaching Strategies, Universal Design for Learning, Differentiated Instruction, Filipino Teachers, Thailand, Special Education, Multicultural Teaching, Professional Development, Instructional Challenges