This phenomenological research aimed to find out the lived experiences of the 7 teachers of an special education center handling special learners. Some of the participants described their experience as a roller coaster ride experience for it is a combination of positive and negative experiences. Other participants revealed that teaching special learners was a challenging yet very fulfilling and overwhelming experience for them after seeing their learners’ progressed and succeed. Some participants revealed that they cannot communicate well to the special children because they do not have the knowledge to do the sign language. In terms of the challenges and issues encountered by the special educators in teaching special children, there were six dominant themes. Teachers worried that their learners are not properly diagnosed and medically assessed. The issue of denial and acceptance also emerged as a problem among the family members. Parents' knowledge on how to accommodate their children and catering their special needs was also a problem mentioned as well as the financial status of parents which affected their child’s performance in school which became the main reason why their children are not diagnosed properly. In terms of the SPED curriculum, teachers revealed that the curriculum is not need-responsive because it is intended for the regular learners. The coping mechanisms adopted by teachers were encapsulated into five themes. One participant said that by equipping herself with professional knowledge using her personal resources really helped to understand, appreciate, and value more her special learners.
Special Education, Lived Experiences, Mainstream, Inclusive Education
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Guantia, M.C. & Motus, R.H. (2023). Lived Experiences of Special Education Teachers. Industry and Academic Research Review, 4 (1), 392-398.
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