Culturally Responsive Pedagogy and Inclusive Strategies for Adolescents with Learning Disabilities: A Correlational Study

Abstract

Background: Culturally responsive pedagogy and inclusive strategies are essential in addressing the diverse needs of learners with disabilities, yet their combined application in secondary special education remains underexamined. Aims: This study aimed to evaluate the culturally responsive pedagogical practices and inclusive strategies employed by SNED teachers in the Division of Cabuyao during the School Year 2025–2026. It further examined their relationship to teacher profiles and their effectiveness in addressing the needs of adolescents with learning disabilities. Study Design: This study employed a descriptive-correlational quantitative research design. Place and Duration of Study: City Schools Division of Cabuyao, Laguna, Philippines, from January 2026 to February 2026. Methodology: The respondents were 40 purposively selected secondary SPED teachers. Data were collected through a validated survey questionnaire. Descriptive statistics and inferential analyses, including correlation and tests of difference, were used to analyze the data. Results: Teachers demonstrated very high levels of culturally responsive pedagogical practices and inclusive strategies. A significant positive correlation was found between culturally responsive pedagogy and inclusive strategies (p < .001). Specialized training significantly influenced teachers’ ability to validate students’ cultural identity (p < .05), while teaching experience showed no significant differences. Conclusion: The findings suggest that stronger culturally responsive practices are associated with more effective inclusive strategies among SNED teachers. However, gaps in specialized training highlight the need for targeted professional development to enhance inclusive practices for learners with learning disabilities.