EXPERIENCES OF NON-SPED TEACHERS IN TEACHING STUDENT WITH SPECIAL NEEDS IN INCLUSIVE CLASSROOMS

EDUCATION

This qualitative phenomenological study explored the lived experiences of non-SPED teachers in teaching students with special needs in inclusive classrooms. The study involved eight non-SPED teachers from Rizal Special Education Learning Center, Inc. and Rizal Memorial Colleges in Davao City. Using purposive sampling, data were gathered through in-depth interviews and analyzed using thematic analysis. The findings revealed that non-SPED teachers encountered various challenges, including classroom management, lesson modification, behavioral concerns, and addressing the diverse needs of learners. Despite these difficulties, they adapted by using different teaching strategies, providing additional support, and creating inclusive learning environments. The participants also shared that witnessing students’ progress, participation, and improved confidence brought them a sense of fulfillment and motivation. Their experiences helped them become more patient, flexible, compassionate, and student-centered in their teaching practices. The study highlights the importance of continuous training, collaboration, and institutional support in strengthening inclusive education and helping non-SPED teachers effectively support students with special needs.

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