A Multiple Case Study of Teaching Strategies for Learners with Language Delays and Disorders

Abstract

Teaching practices that are thoughtfully planned and executed cultivate functional literacy by supporting learner engagement and skill mastery. This multiple case study explores teaching strategies that enhance functional literacy among children with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Down Syndrome (DS), Visual Impairment (VI) and Hearing Impairment (HI).  Using a qualitative multiple-case study design, the research examines the similarities and differences of the practices of five purposively selected special education teachers from Central Elementary School Special Education Centers in the Davao Region, Philippines with five master teachers for data triangulation. In-depth, semi-structured interviews captured teaching strategies supporting functional literacy, and thematic analysis revealed both shared patterns and distinctive strategies across the cases. Cross-case findings show that all case units consistently employ core teaching strategies such as multisensory, scaffolded, and communication-oriented instruction, with variations in differentiated and functional curriculum-based instruction. These results highlight that effective functional literacy instruction relies on integrating consistent core strategies to enhance accessibility, engagement, and learning outcomes.