Reframing Functional Literacy Instruction: A Case Study of Teaching Strategies for Learners with Atypical Language Development

Abstract

Effective functional literacy instruction for learners with atypical language development is strengthened by deliberately integrating core teaching strategies that enhance accessibility, engagement, and meaningful learning outcomes. Employing a qualitative single case study design, this study explored the practices of five purposively selected special education teachers from Central Elementary School Special Education Centers in the Davao Region, with five master teachers serving as key informants for triangulation. Data gathered through in-depth and key informant interviews revealed that teachers consistently implement essential strategies, including multisensory, scaffolded, differentiated, communication-oriented, and functional curriculum-based instruction. These findings underscore that effective functional literacy instruction is grounded in the consistent and purposeful application of these core strategies, enabling more responsive, inclusive, and meaningful learning experiences for learners with atypical language development.