Challenges, strategies, and coping mechanisms of a special education teacher supporting a learner with multiple disabilities: an intrinsic case study in the Philippines

Abstract

Background: Learners with multiple disabilities experience compounded cognitive, motor, social, and self-care challenges that require highly individualized and holistic educational responses. Teachers supporting learners with coexisting conditions such as autism spectrum disorder, cerebral palsy, microcephaly, and moderate intellectual disability face not only instructional complexities but also emotional and physical demands. While international literature has examined multiple disabilities broadly, there remains limited context-specific evidence from low-and middle-income countries, particularly within Philippine public school settings. Methods: This study employed a single intrinsic case study design focusing on one special education teacher handling a learner with multiple disabilities at a public SPED Center in the Philippines. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis. Thematic analysis was used to identify recurring patterns related to challenges, instructional strategies, and coping mechanisms. Results: Findings revealed that the teacher experienced substantial emotional and physical strain while providing individualized instruction. Educational strategies included a holistic approach addressing cognitive, behavioral, emotional, and physical development; integration of functional life skills; and the use of play-based learning to promote engagement and reduce learner stress. Coping mechanisms involved sustained collaboration with parents and continuous professional development through seminars and research engagement. Conclusion: Supporting learners with multiple disabilities requires adaptive, holistic, and inclusive teaching practices alongside strong teacher resilience. Institutional support for teacher professional development and strengthened homeschool collaboration are essential to sustaining effective inclusive education. These findings offer practical insights for special education teachers, school administrators, and policymakers in resourceconstrained contexts.