A Narrative Exploration of Filipino Teachers’ Pedagogical Practices in Supporting Students with Autism in The North Slope Borough School District

AUTHOR(S)

BERNICE ABDUL ESPEDIDO DR. BENJAMIN C. SIY JR.

ABSTRACT

——— This study explored the pedagogical practices of Filipino teachers supporting students with autism spectrum disorder (ASD) in the North Slope Borough School District through a qualitative narrative research design. The purpose of the study was to examine the lived experiences and significant stories of teachers working in special education settings and to identify pedagogical insights that could inform effective instructional practices. Ten Filipino teachers served as co-participants in this study. Data were collected through narrative interviews and reflective storytelling, allowing participants to share their experiences in teaching students with autism within the unique cultural and educational environment of the North Slope Borough School District. Narrative analysis was used to examine recurring themes and patterns from the participants’ stories. Findings revealed that participants narrated their experiences through stories of adaptation, empathy, instructional persistence, and collaborative engagement while teaching students with autism. From these narratives, four core themes emerged: Navigating Novel Environment, Observing Empathy, Resilient Instruction, and Mentoring Community. These themes highlight the teachers’ ability to adapt to new educational contexts, demonstrate compassion toward students’ emotional and behavioral needs, maintain flexible and persistent instructional strategies, and engage in collaborative mentoring relationships with colleagues and support staff. The narratives also generated creative insights into the importance of culturally responsive teaching, reflective practice, and collaborative professional support in special education settings. Based on these findings, the study proposes the NORM Framework—Navigating Novel Environment, Observing Empathy, Resilient Instruction, and Mentoring Community—as a conceptual model that represents Filipino teachers’ pedagogical practices in supporting students with autism. The framework illustrates how teachers integrate adaptation, empathy, instructional resilience, and collaboration to create inclusive and supportive learning environments. The study concluded that Filipino teachers’ experiences in the North Slope Borough School District demonstrate effective pedagogical approaches that support the academic, social, and behavioral development of students with autism. The proposed NORM Framework may serve as a guide for educators, administrators, and future researchers in strengthening inclusive education practices and professional development programs for teachers working with students with autism Keywords: ASD, culture, Filipino special teachers, framework, inclusive education, narrative, norms