EXPLORING THE SUPPORT SYSTEM FOR LEARNERS WITH INTELLECTUAL DISABILITY IN DEVELOPING THEIR LIFE SKILLS

Abstract

This qualitative multiple-case study explored the support system for learners with intellectual disabilities (ID) in developing life skills in two public schools in Tuguegarao City, Philippines. The study aimed to understand how inclusive education is implemented and experienced within local cultural and institutional contexts. Twelve parents, eight inclusive education teachers, and two school principals were purposively and conveniently sampled. Data were gathered through in-depth, semi-structured interviews guided by a validated researcher-made instrument and analyzed thematically.

Findings revealed four major themes. The most significant, Holistic Parental Care Amid Daily Struggles, highlighted families as the foundation of support, navigating challenges with love, advocacy, and resilience. Teaching as Heartfelt Service emphasized teachers’ commitment to nurturing learners’ skills with empathy and dedication. Empathetic School Leadership showcased the role of principals in fostering inclusive practices and guiding teachers. Community Involvement and Solidarity illustrated how barangay councils, faith-based organizations, and NGOs contribute to reducing stigma and supporting education through culturally rooted bayanihan practices.

The study underscores that inclusive education in the Philippine context is shaped by both institutional policies and deeply embedded cultural values of compassion and shared responsibility. Sustainable support for learners with ID requires family-centered, school-led, and community-empowered systems. Strengthening multi-sectoral collaboration, investing in culturally responsive pedagogy, and enhancing support mechanisms are recommended to uphold the dignity, rights, and developmental potential of every learner with intellectual disabilities.