Implementing Multisensory Learning Strategies to Support Diverse Learners: Grade Two Teachers in Focus

Abstract

This qualitative phenomenological study explored the lived experiences of Grade Two teachers in implementing multisensory learning strategies to support diverse learners in public elementary schools. This aimed to uncover how teachers understand, apply, and adapt multisensory approaches in real classroom settings. Using purposive sampling, Grade 2 teachers from San Isidro North District, Division of Davao Oriental participated in the study. Data were analyzed using thematic analysis to identify recurring patterns and deeper meanings across participants’ narratives. The findings revealed major themes grouped into three core areas: Teachers’ Experiences, including applying teachers’ knowledge and skills, implementing effective classroom management and organization, and understanding diverse learning needs; Coping Mechanisms, such as engaging in professional collaboration, exhibiting classroom adaptability and resourcefulness, and fostering emotional resilience; and Educational Management Insights, highlighting the importance of valuing teacher autonomy and trust, providing psychological support, and cultivating a collaborative school culture. The results underscored the powerful role of multisensory learning in promoting inclusive education while also revealing persistent challenges, including limited training, resource constraints, and the need for systemic support. The study emphasized the need for sustained professional development, resource allocation, and policies that empower educators to meet the diverse needs of 21st-century learners through effective, inclusive instruction.