Strengthening the Learning Outcomes of SPED Learners in Agricultural Crop Production through GROW-SPED Inclusive Teaching Strategies in Technology & Livelihood Education (TLE)
DOI:
https://doi.org/10.55687/ste.v5i1.266Abstract
Abstract
Learners with special educational needs (SPED) often face persistent barriers to meaningful participation and skill mastery in technical and livelihood education, particularly in practice-oriented subjects such as Agricultural Crop Production. Inclusive teaching strategies are therefore critical in ensuring equitable learning opportunities and improved outcomes for SPED learners. This qualitative case study examined the implementation of GROW-SPED Inclusive Teaching Strategies in Agricultural Crop Production under the Technology and Livelihood Education (TLE) curriculum and explored their influence on the learning outcomes of SPED learners. Data were collected through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Thematic analysis revealed four major findings: (1) guided and structured tasks supported skill acquisition, (2) routine-based and scaffolded instruction enhanced learner confidence and independence, (3) hands-on and contextualized activities improved engagement and retention, and (4) collaborative and supportive learning environments fostered social participation and positive attitudes toward learning. Learners’ accounts highlighted increased competence and motivation, alongside challenges related to pacing and resource availability. The study concludes that GROW-SPED strategies effectively strengthen learning outcomes when inclusive practices are systematically embedded in TLE instruction. Implications for inclusive teaching, curriculum design, and future research are discussed.
Keywords: SPED learners; inclusive education; Agricultural Crop Production; Technology and Livelihood Education; GROW-SPED strategies (GROW-Guided Responsive Outcomes for Work Skills)
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