Authors

Elvira Impas Ycot*
Catherine A. Miller Elementary School
804B East Hill Avenue, Gallup, New Mexico, USA
Email: elvzcot@gmail.com

Marivic Telebrico Talandron
Lois Craig Elementary School
2637 E Gowan Rd, North Las Vegas, NV 89030
Email: marivictalandronmarjoerielle03@gmail.com

Girlie S. Suello
Daniel Goldfarb Elementary School
2687 Rainbow River Dr. Las Vegas Nevada
Email: suellogirlie4@gmail.com

Wendelyn A. Sasan
San Carlos Unified School District
Tuyan, Naga City, Cebu, Philippine
Email: sasanwendelyn30@gmail.com

Dr. Janine Joy L. Tenerife-Cañete
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Dr. Lilibeth C. Pinili
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: Lilibeth.pinili@ctu.edu.ph

Dr. Honorio C. Añora
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: anora@ctu.edu.ph

Dr. Majorie B. Añero
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: marjorie.anero@ctu.edu.ph

Abstract

This study examined the effectiveness of early intervention programs in enhancing the developmental outcomes of learners with special educational needs (LSENs) at Zapatera School SpEd Center in Cebu City during the 2024-2025 school year. Using a qualitative phenomenological design, the study involved 15 participants, 10 special education teachers, and five parents selected through purposive sampling. Data were collected through open-ended interviews and focus group discussions and then analyzed using thematic analysis. Findings revealed that early intervention programs significantly improved LSENs’ communication skills, social interaction, academic performance, and behavioral development. Key elements contributing to success included individualized instruction, structured routines, and play-based learning. However, significant challenges such as resource limitations, time constraints, and large class sizes hindered program effectiveness. Teachers responded by maximizing available resources, adjusting instructional strategies, and fostering parental engagement. Emotional support from families and institutional backing were crucial in sustaining success. The study concluded that while early intervention programs positively impact LSENs, their effectiveness relies on consistent parental involvement, adequate resources, and strong institutional support. Addressing logistical barriers such as funding shortages and high student-teacher ratios is essential for optimizing outcomes. Recommendations include securing sustainable funding, fostering collaboration between families and communities, enhancing teacher training, and reducing class sizes to improve personalized learning. By addressing these challenges, early intervention programs can more effectively support LSENs’ developmental needs, ensuring long-term educational and social benefits. These findings emphasize the need for a holistic approach to early intervention, integrating resources, training, and stakeholder collaboration for sustained impact.

Keywords: Early intervention programs, Learners with Special Educational Needs (LSENs), individualized instruction, Special Education, resource limitations, support, thematic analysis, Cebu City, Philippines

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501703

Recommended citation:
Ycot, E. I., Talandron, M. T., Suello, G. S., Sasan, W. A., Tenerife-Cañete, J. J. L., Pinili, L. C., Añora, H. C., & Añero, M. B. (2026). Evaluating the effectiveness of early intervention programs on supporting students with Special Educational needs (LSENs) development. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7748-7757. http://doi.org/10.69651/PIJHSS0501703

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