Abstract

This study examined the collaborative strategies used by special education teachers and occupational therapists in enhancing the handwriting skills of learners with special needs in selected private schools in Cavite. Using a descriptive-correlational research design, data were gathered from 30 randomly selected participants through a validated and reliable survey instrument. The study explored four collaboration models—Co-teaching, Consultation, Collaborative Problem-Solving, and Response to Intervention—across key indicators such as communication, joint planning, training, and feedback. Results revealed no statistically significant relationship between collaboration extent and handwriting improvement, though the Collaborative Problem-Solving model showed the strongest, albeit non-significant, correlation (r = 0.326, p = 0.078). Despite this, findings emphasized that instructional strategies remain effective and that communication and coordination enhance professional collaboration. The study recommends implementing targeted training programs to strengthen inter-professional collaboration, thereby potentially improving handwriting outcomes for learners with special needs.