Asian Journal of Education and Social Studies

This study aimed to explore what happened in the experiences of eight Grade 3-5 teachers when they provided small group strategies to students with learning disabilities at United Cerebral Palsy of Central Florida, Pine Hills. The research employed semi-structured interviews to investigate difficulties and perceptions. Teachers discussed positive effects on students' performance, engagement, and confidence. But there were many hurdles too, like managing a wide range of behaviors and skill levels, toggling between small-group and whole-group instruction, and meeting the emotional needs of each student. Resource constraints (material, technology, support personnel) only compounded these challenges. Thematic analysis highlighted the following themes: Classroom management, time constraints, different learning requirements, resource constraints, and social-emotional challenges. This study adds to the fund of knowledge by identifying the challenges and successes of small group strategies for LD. The importance of improving teacher preparation about inclusive practice, differentiation, and behaviour management, as well as providing more resources and support staff, is highlighted. Small group instruction significantly improves academic performance among students with learning disabilities by allowing for personalized instruction and increased engagement. However, its success depends on adequate support, including time, staffing, and behavioral strategies, to ensure effective and sustainable implementation. Continuous professional development and strong institutional backing are crucial to empower teachers in delivering dynamic, differentiated instruction tailored to diverse learner needs. Based on the conclusions, it is recommended that schools formally adopt small-group instruction as a core strategy in inclusive education and provide dedicated time and support staff for its implementation. Training in differentiated instruction, behavior management, and collaborative planning should be regularly conducted to equip teachers with inclusive practices. Adequate learning resources, assistive tools, and data-informed grouping strategies are essential to address diverse student needs. Lastly, applying the Enhanced Support Program for Students with Learning Disabilities (ESP-SLD) and fostering teamwork among educators, parents, and peers will strengthen inclusive efforts and improve student outcomes.