For the Love of Teaching: The Chronicles of Teachers Handling Students with Special Educational Needs

Abstract

Teaching learners with special needs is a very different reality in the profession. This study aimed to determine the lived experiences of teachers who handle learners with special needs. Qualitative-phenomenological design was employed in order to explore their lived experiences. The participants were purposefully chosen based on pre-determined criteria and were interviewed in order to gather the needed data. Results showed that they encountered difficulty in communication and performing adaptive skills, denial of parents on their children’s condition, learners having delayed motor skills, lack of parental support, and the most recurring challenge that emerges is learners’ behavioral problems. With the educational practices that teachers employed that are suitable for the children’s needs, several outcomes were identified specifically increased participation in different activities, improvement of verbal and non-verbal skills, improvement of behavior through simple instructions, increased socialization with their classmates, and learners improved their skills in reading and writing. Furthermore, compassion, enthusiasm, good communication and leadership skills, patience, and resourcefulness and creativity were the skills necessary for teachers to possess in providing the most suitable learning experience to their learners.