Assessing students’ learning difficulties and strategies: Basis for developing instructional support materials

Abstract

Despite growing advocacy for inclusive education, few empirically validated instructional materials exist to support secondary learners with learning difficulties, particularly within localized curriculum contexts. Addressing this gap, the study developed instructional support materials to assist teachers in delivering responsive and inclusive instruction. Specifically, it determined the profile of learners with learning difficulties and identified the best teaching practices employed by teachers in inclusive classrooms.

Guided by a Research and Development (R&D) design, the study involved 303 identified secondary learners, 20 teachers, and 10 expert validators from public secondary schools in the Schools Division of Ilocos Norte. Data were gathered through validated survey questionnaires, structured interviews, and expert validation tools, and analyzed using frequency counts, percentages, weighted means, and thematic analysis.

Results revealed that learners exhibited diverse manifestations of learning difficulties, particularly in reading comprehension, writing mechanics, and numeracy skills. Teachers implemented differentiated instruction, scaffolding, multisensory approaches, and structured routines; however, collaboration with parents and specialists remained limited. The developed materials, anchored on the Activate–Acquire–Apply–Assess framework and aligned with the K to 12 Transition Curriculum for Learners with Disabilities, were rated very highly valid and acceptable. Therefore, the materials are recommended for institutional adoption to strengthen inclusive classroom practices and promote equitable learning outcomes.