LIVED EXPERIENCES OF PRIVATE ELEMENTARY TEACHERS IN HANDLING LEARNERS WITH SPECIAL NEEDS

EDUCATION

This research was conducted through a qualitative phenomenological study in which seven private elementary teachers working with learners with special needs in Davao del Norte, Philippines, were interviewed during the 2025–2026 academic year. Based on the information gathered from the interviews, although the participants are well-versed in the theories of inclusive education, they often face a "pedagogical vacuum," as they lack the specialized training, knowledge, or capacity to provide formal diagnoses for their learners' health needs. Teachers frequently experience a "triadic conflict," balancing the competing interests of parental expectations, institutional profit, and the students' clinical requirements, which leads to the fragmentation of their professional identity. To overcome these challenges, teachers resort to various coping strategies, such as creating their own teaching materials, utilizing peer tutoring, and relying on personal "missionary" resilience, as few safety nets are offered by their institutions. Consequently, one can conclude that the practice of inclusion in many private institutions remains largely symbolic and marketing-oriented, effectively assigning systemic failures to the individual teacher.

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