Understanding the Experiences of Non-Special Education Teachers Teaching Students with Special Needs

Department of Education

This qualitative study explores the lived experiences of non-special education teachers handling students with special needs in special education classrooms. Through thematic analysis of in-depth interviews with nine informants from three public schools in the Division of Agusan del Sur, the research identifies key challenges,coping mechanisms,insights,and realization encountered by teachers not formally trained in Special Education (SPED). Findings reveal that these non special education teachers teaching learners with special needs face significant difficulties in behavior management, lesson planning, and addressing diverse learning needs due to a lack of specialized training and resources. Despite these challenges, participants demonstrated resilience through differentiated instruction, emotional regulation techniques, collaboration with colleagues, and support from families and school leaders. The study highlights teachers’ emotional growth, evolving understanding of disabilities, and deepening empathy toward learners. Key themes include the necessity for individualized strategies, the emotional toll and fulfillment of teaching, and the crucial role of support systems in sustaining motivation. Moreover, the findings emphasize the need for enhanced professional development, tailored training programs, and inclusive education policies to empower non special education educators. Ultimately, this study underscores the importance of equipping all teachers with the competencies, empathy, resources and institutional backing required to meet the needs of learners with disabilities and promote truly inclusive learning environments.

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