Culturally Responsive Pedagogy, Literature-Based Instruction, and Inclusive Special Education Practices in Senior High School Filipino Classrooms: A Qualitative Case Study at Ditumabo National High School

Abstract

This qualitative case study explored the culturally responsive pedagogical practices, literature-based instruction, and inclusive special education approaches employed in Senior High School Filipino classrooms at Ditumabo National High School. Anchored on Culturally Responsive Pedagogy, Constructivist Theory, and Inclusive Education Frameworks, the study examined how Filipino teachers integrate local culture, literature, learner diversity, and inclusive practices in teaching Senior High School learners. Data were gathered through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving Filipino teachers and selected Senior High School learners. Thematic analysis revealed four major themes: (1) contextualized and culturally grounded Filipino instruction, (2) literature-based learning as a tool for learner engagement and cultural appreciation, (3) inclusive classroom practices and learner support mechanisms, and (4) challenges in implementing culturally responsive and inclusive pedagogy. Findings showed that teachers utilized local literary texts, community experiences, collaborative learning activities, and differentiated instructional approaches to make learning more meaningful and inclusive. Literature-based instruction enhanced learners’ critical thinking, cultural identity, communication skills, and emotional engagement. Teachers also demonstrated inclusive practices through adaptive instruction, peer support, scaffolded activities, and flexible assessment strategies to accommodate diverse learner needs, including learners with special educational needs. However, limited instructional materials, inadequate teacher training, time constraints, and diverse learner abilities emerged as persistent challenges. The study highlights the importance of strengthening culturally responsive and inclusive pedagogical practices in Filipino classrooms to promote equitable, contextualized, and meaningful learning experiences among Senior High School learners.