Best teaching practices in special education in the United States

Abstract

This qualitative study examined best teaching practices in United States special education through the experiences of Filipino special education teachers currently working in the United States. Semi‑structured interviews generated rich insights into practices perceived as most effective in meeting the diverse needs of students with disabilities. A practice was considered “best” when it aligned with the individuals with disabilities education act (IDEA) and the Americans with disabilities act (ADA) requirements, demonstrated evidence‑based effectiveness, reflected cultural responsiveness, and was validated through teachers lived experiences. Using Braun and Clarke’s six‑phase thematic analysis, five themes emerged: data‑driven instruction and curriculum, systematic special education processes, inclusive instructional strategies and learning environments, comprehensive student support services, and empowered teacher support and development. These findings highlight the importance of structured systems, collaborative practices, and sustained professional learning in delivering equitable and high‑quality special education. The study recommends adopting data‑driven and standards‑based approaches, strengthening inclusive models, expanding related services, and investing in ongoing professional development. These insights offer practical guidance for enhancing instructional effectiveness and advancing inclusive education in diverse contexts, including the Philippines.