Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs
General education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special e...
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Institute of Industry and Academic Research Incorporated
2025-03-01
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| Series: | International Journal of Educational Management and Development Studies |
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| Online Access: | https://iiari.org/journal_article/within-the-classroom-doors-unveiling-the-lived-experiences-of-general-education-teachers-in-handling-learners-with-special-educational-needs/ |
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| author | Lionelle Rei Balgos Nora Jovina Albores |
| author_facet | Lionelle Rei Balgos Nora Jovina Albores |
| author_sort | Lionelle Rei Balgos |
| collection | DOAJ |
| description | General education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special educational needs (LSENs). This study aimed to explore and understand the lived experiences of general education teachers in handling learners with special educational needs. The study employed qualitative method, particularly phenomenological design. The participants were purposively selected and interviewed through in-depth interviews and focus group discussions. Thematic analysis was employed to identify themes in the data. The results showed that teachers collectively experienced challenges in instructional skills, negative attitudes toward work, uncooperative parents, behavioral issues, and the responsibilities of handling learners with special educational needs. An analysis of participants' responses revealed that teachers overcame challenges by self-upskilling through internet resources, demonstrating adaptability, utilizing support systems, and maintaining strong faith in God. The participants shared insights on the belief that teaching is a noble profession and the necessity for special education training and seminars for non-special education teachers. The results suggest that teachers lacking sufficient knowledge, skills, and experience in handling learners with special educational needs may face various challenges affecting their emotional stability, spiritual well-being, and physical condition. Accordingly, the Department of Education should strengthen its frameworks to safeguard teachers from learners with alarming behavior and offer additional support that empowers teachers' commitment to quality inclusive education. |
| format | Article |
| id | doaj-art-9f7a2f7039e64909a5dda660d43824ad |
| institution | OA Journals |
| issn | 2719-0633 2719-0641 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Institute of Industry and Academic Research Incorporated |
| record_format | Article |
| series | International Journal of Educational Management and Development Studies |
| spelling | doaj-art-9f7a2f7039e64909a5dda660d43824ad2025-08-20T02:26:46ZengInstitute of Industry and Academic Research IncorporatedInternational Journal of Educational Management and Development Studies2719-06332719-06412025-03-0161275410.53378/ijemds.353145Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needsLionelle Rei Balgos0Nora Jovina Albores1Notre Dame of Kidapawan College, PhilippinesUniversity of Immaculate ConceptionGeneral education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special educational needs (LSENs). This study aimed to explore and understand the lived experiences of general education teachers in handling learners with special educational needs. The study employed qualitative method, particularly phenomenological design. The participants were purposively selected and interviewed through in-depth interviews and focus group discussions. Thematic analysis was employed to identify themes in the data. The results showed that teachers collectively experienced challenges in instructional skills, negative attitudes toward work, uncooperative parents, behavioral issues, and the responsibilities of handling learners with special educational needs. An analysis of participants' responses revealed that teachers overcame challenges by self-upskilling through internet resources, demonstrating adaptability, utilizing support systems, and maintaining strong faith in God. The participants shared insights on the belief that teaching is a noble profession and the necessity for special education training and seminars for non-special education teachers. The results suggest that teachers lacking sufficient knowledge, skills, and experience in handling learners with special educational needs may face various challenges affecting their emotional stability, spiritual well-being, and physical condition. Accordingly, the Department of Education should strengthen its frameworks to safeguard teachers from learners with alarming behavior and offer additional support that empowers teachers' commitment to quality inclusive education.https://iiari.org/journal_article/within-the-classroom-doors-unveiling-the-lived-experiences-of-general-education-teachers-in-handling-learners-with-special-educational-needs/general education teachersspecial educationlived experiences |
| spellingShingle | Lionelle Rei Balgos Nora Jovina Albores Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs International Journal of Educational Management and Development Studies general education teachers special education lived experiences |
| title | Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| title_full | Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| title_fullStr | Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| title_full_unstemmed | Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| title_short | Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| title_sort | within the classroom doors unveiling the lived experiences of general education teachers in handling learners with special educational needs |
| topic | general education teachers special education lived experiences |
| url | https://iiari.org/journal_article/within-the-classroom-doors-unveiling-the-lived-experiences-of-general-education-teachers-in-handling-learners-with-special-educational-needs/ |
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