V3I8P1

Navigating Diversity in American Inclusive Classroom: Lived Experiences  of International Filipino Teachers  Implementing Culturally Responsive Pedagogy 

Josieren B. Galacio^1*

Abstract

This qualitative study explores how international Filipino special education teachers adapt their instructional practices to implement Culturally Responsive Pedagogy (CRP) in inclusive settings while navigating heavy curriculum modifications, acute behavioral challenges, and intense compliance paperwork. Four interconnected thematic patterns emerged from the analysis. First, Continuous Lesson Modification and Scaffolding describes how teachers autonomously rebuild lesson materials to fit diverse student needs. Second, Data-Driven Progress Tracking and Individualized Exhaustion underscores the burnout caused by continuous student-by-student compliance tracking. Third, teachers utilize “Tender Loving Care” to Manage Behavioral Challenges—a strategy rooted in relational Filipino values and informal peer support that helps de-escalate behavior and foster trust. Finally, Professional Humility and Resiliency Amid Systemic Adaptation illustrates how educators adapt their professional standing, leverage transnational financial networks, and engage in micro-advocacy for vulnerable students. In conclusion, school districts must provide more than surface-level orientations by offering targeted onboarding, structured paperwork time, and sustained institutional support. Future longitudinal and multi-site research will be vital to creating localized retention policies that protect international teachers’ well-being.

Keywords:

Culturally Responsive Pedagogy (CRP), Special Needs Education Teachers, Filipino international teachers, inclusive education