Navigating special education: A deep dive into the lived experience of SPED teachers
John Ellie E. Aguila, Kristel P. Lacquio, & Juliet C. San Luis
Abstract
Teaching students with special needs presents unique challenges that demand patience, adaptability, and resilience. This qualitative photovoice study explored the lived experiences of SPED teachers to provide an in-depth understanding of their professional journeys. Seven (7) SPED teachers participated in the study selected through purposive sampling based on specific criteria. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s (2022) thematic analysis. The study identified four (4) major themes: (1) Heartstrings and Challenges: The Emotional Demands of SPED Teaching, (2) Bridging the Gap: Strategies for Enhancing Parental Involvement in SPED, (3) Navigating the Unseen: The Rewards of SPED Teaching, and (4) The Steady Hand: Upholding the Values of Consistency and Patience in SPED. These findings emphasized the emotional toll, coping strategies, and fulfillment experienced by SPED teachers. The study highlights the importance of institutional support, professional development programs, and parental collaboration in enhancing special education. Schools and policymakers must implement targeted interventions to support SPED teachers, ensuring that students with disabilities receive quality education in an inclusive learning environment.
Keywords
special education, resilience, inclusive education, students with special needs
Author information & Contribution
John Ellie E. Aguila. Senior High School student, Calayan Educational Foundation, Inc. Email: ellieaguila032307@gmail.com
Kristel P. Lacquio. Senior High School student, Calayan Educational Foundation, Inc.
Juliet C. San Luis. Corresponding author. Senior High School Science Teacher and Research Adviser. Calayan Educational Foundation, Inc. Email: juliet.sanluis@cefi.edu.ph
John Ellie E. Aguila and Kristel P. Lacquio contributed equally to the conceptualization and design of the study, as well as to data collection, analysis, and interpretation. Both authors were responsible for the preparation and drafting of the manuscript, including the conduct of interviews.
Juliet C. San Luis provided overall supervision of the study, extended expert academic guidance throughout the research process, and undertook critical revisions to enhance the scholarly quality and rigor of the manuscript.
All authors have read and approved the final version of the manuscript and agree to be fully accountable for all aspects of the work, ensuring its accuracy, integrity, and adherence to academic standards.
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any external funding. The study was self-funded.
Declaration
The authors declare the use of Artificial Intelligence (AI) in writing this paper. In particular, the authors used QuillBot to paraphrase certain ideas and as a reference for phrasing during the preparation of this work. The authors take full responsibility for ensuring proper review and editing of contents generated using AI.
Notes
This paper is presented in the 3rd International Student Research Congress (ISRC) 2026
Acknowledgement
The researchers would like to express their heartfelt gratitude to all individuals and institutions whose support, cooperation, and guidance contributed to the successful completion of this research. This study would not have been possible without the cooperative efforts of those who provided academic, institutional, and professional assistance throughout the research process.
First and foremost, the researchers extend their profound gratitude to Calayan Educational Foundation, Inc., for granting permission and providing the opportunity to conduct this research. The institution’s support and cooperation significantly contributed to the successful completion of this research.
The researchers convey their deepest appreciation to the Harvest of Hope Foundation, Inc., particularly to the teachers who willingly participated as respondents. Their willingness to participate and share insights significantly strengthened the data gathered and contributed to the relevance, accuracy, and credibility of the research findings.
Special acknowledgement is given to the research adviser, Ms. Juliet C. San Luis, for her guidance, supervision, and support throughout the duration of this study. Her expertise, feedback, and consistent monitoring played a vital role in shaping the overall quality of this study.
The researchers also acknowledge the guidance, supervision, and feedback by faculty members, advisers, and panelists who contributed to the refinement of the overall quality of this study, which ensured its validity, reliability, and ethical integrity.
Lastly, the researchers extend their sincere thanks to the relevant departments, offices, and the school’s research and publication office involved in the evaluation and approval of this research. Their commitment to its policies and ethical policies ensured that the study was conducted in accordance with established academic and ethical principles, upholding the values of the institution.
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Cite this article:
Aguila, J.E.E., Lacquio, K.P. & San Luis, J.C. (2026). Navigating special education: A deep dive into the lived experience of SPED teachers. The Research Probe, 6(1), 155-179. https://doi.org/10.53378/trp.225
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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