A PHENOMENOLOGICAL STUDY ON LIVED EXPERIENCES OF SPED TEACHERS HANDLING INCLUSIVE CLASSROOM

Special Education

Inclusive education in the Philippines promotes the participation of learners with diverse needs in mainstream classrooms, yet the deployment of Special Education (SPED) teachers to regular classes often creates role adjustment, workload pressure, and professional identity concerns. This study aimed to explore the lived experiences of SPED teachers assigned to handle regular classes, particularly their challenges, coping mechanisms, insights, and recommendations for improving teacher deployment policies. A qualitative phenomenological research design was utilized to gather data from six purposively selected SPED teachers in selected public elementary schools in Davao de Oro. Data were collected through face-to-face, in-depth interviews and were analyzed using thematic analysis. The findings revealed that SPED teachers experienced regular class assignments as meaningful but pressured, very challenging, and demanding because of large class size, fast-paced curriculum delivery, varied learner needs, and limited preparation time. Despite these challenges, they adjusted through differentiated instruction, use of SPED-based routines, mentoring, collaboration with colleagues, parental communication, flexibility, and learner-centered strategies. The study concluded that while SPED teachers contribute valuable expertise to regular classrooms, proper deployment, adequate resources, mentoring, manageable workload, and clear policy guidance are necessary to protect their welfare and strengthen inclusive education implementation.

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