Addressing Individual Needs: Supporting Learners With Learning Disabilities

Abstract

This study delved into the experiences, coping mechanisms used, and educational insights learned by Grade 7 teachers in addressing individual needs by supporting learners with learning disabilities. A qualitative approach to research phenomenological experiences from the Eight (8) Grade 7 Teachers of Cluster 3, Division of Davao City, was gathered. The findings revealed that the experiences addressing individual needs by supporting learners with learning disabilities were as follows: collaboration with parents, providing social and emotional support, accommodation of individual learning styles, and attending training opportunities. On the other hand, the coping mechanisms used in addressing the challenges were seeking support from colleagues and professionals, engaging in ongoing professional development, and practicing self-care. Finally, the educational insights learned from teachers' experiences were a collaborative approach with special education professionals, the importance of parental involvement, and continuous professional development. These themes were significant in addressing the individual needs of students with learning disabilities.  All these themes investigated the multifaceted approaches that contributed to developing more inclusive and effective strategies for supporting learners with learning disabilities. This study may also be published in any respectable research journal.