TEACHING STRAT FOR SPED

1. MULTI-SENSORY TEACHING
STRATEGIES: THEIR EFFECT ON
ACADEMIC PERFORMANCE AND
CLASSROOM ENGAGEMENT
AMONG SPECIAL EDUCATION
(SPED) STUDENTS

2. Context and Rationale
In the ever-changing realm of education, inclusive
practices have emerged as a worldwide necessity to
guarantee that every student, regardless of their abilities,
is provided with fair opportunities for learning. Central to
this undertaking is the necessity to cater to the distinct
educational requirements of Special Education (SPED)
students. There has been an increasing awareness of
the significance of implementing teaching strategies that
accommodate various learning styles and abilities in
recent years (Alenizi 2019).

3. To bridge the gap between existing practices and the
diverse learning requirements of SPED students, this
action research proposes the implementation of multi-
sensory teaching strategies. Drawing inspiration from
contemporary educational literature and aligning with
Department of Education (DepEd) policies emphasizing
inclusive education, this innovative approach aims to
create an inclusive learning environment that fosters
academic growth and engagement for SPED students
(Tarantino 2020).

4. The proposed intervention involves
integrating tactile, auditory, and visual stimuli
into lesson plans, ensuring that educational
content caters to a spectrum of sensory
preferences. This approach not only aligns
with the principles of Universal Design for
Learning but also resonates with the spirit of
inclusivity advocated by DepEd.

5. The purpose of this action research is rooted in
the identified gaps and issues present in Lanao del
Norte National Comprehensive High School's
current approach to SPED education. By
examining school data, observations, and relevant
information, this study aims to assess the
effectiveness of multi-sensory teaching strategies
in enhancing the academic performance and
classroom engagement of SPED students.

6. Furthermore, the significance of this study extends beyond the
school's immediate context. It contributes valuable insights to
the broader discourse on inclusive education, providing a
tangible example of how innovative teaching strategies can be
employed to meet the diverse needs of learners. Ultimately, the
findings of this research may serve as a guide for educators and
policymakers seeking to create more inclusive and effective
learning environments for SPED students, fostering a positive
impact on the overall teaching and learning landscape.

7. Action Research Questions
The primary purpose of this action research is to investigate the
efficacy of multi-sensory teaching strategies in enhancing the
academic performance and classroom engagement of Special
Education (SPED) students at Lanao del Norte National
Comprehensive High School. Conducted within the setting of a
secondary school in Lanao del Norte, Philippines, the research
will focus on the learning area of inclusive education for SPED
students. The participants in the study will include 39 SPED
students and their teachers. The proposed intervention involves
the implementation of multi-sensory teaching strategies,
integrating tactile, auditory, and visual elements into lesson plans
to address the diverse learning needs of SPED students.

8. 1.How do the current educational environment and teaching
practices at Lanao del Norte National Comprehensive High
School impact the academic performance and classroom
engagement of Special Education (SPED) students?

9. 2. What are the effects of implementing multi-sensory
teaching strategies on the learning experiences and
academic outcomes of SPED students at the school?

10. 2. To what extent do the introduced multi-sensory teaching
strategies contribute to improved academic performance,
increased classroom engagement, and overall satisfaction
among SPED students, as perceived by both students and
teachers?