TEACHERS' LIVED EXPERIENCES ON PUPILS WITH SPECIAL NEEDS: A QUALITATIVE EXPLORATION OF CHALLENGES AND EFFECTIVE STRATEGIES

RUBELYN F. RAMADA

doi:10.65010/seairj.v7i4.317

TEACHERS' LIVED EXPERIENCES ON PUPILS WITH SPECIAL NEEDS: A QUALITATIVE EXPLORATION OF CHALLENGES AND EFFECTIVE STRATEGIES

RUBELYN F. RAMADA

Abstract

This qualitative study explored the lived experiences of teachers in supporting pupils with special needs, employing in-depth interviews and focus group discussions to uncover challenges, strategies, and perceived impacts in the classroom. Seventeen teachers from schools under the supervision of Kidapawan City Division participated, with ten engaged in individual interviews and seven in focus group discussions, providing diverse insights into their daily interactions with learners requiring specialized support. Findings revealed that teachers faced a range of challenges, including instructional difficulties, the need to continually adapt teaching approaches, limited resources and materials, and broader systemic constraints. Despite these challenges, teachers implemented various strategies such as differentiated lesson plans, use of specialized or improvised materials, structured classroom management techniques, and the promotion of peer-assisted and group-based learning to create supportive and responsive learning environments. Educators generally perceived these approaches as having a positive impact on students’ engagement, learning outcomes, social interaction, and skill development. However, they also noted limitations in assessing progress due to insufficient tools, as well as external factors such as inconsistent parental involvement and lack of specialized services.

Keywords

teachers, pupils with special needs, challenges, instructional strategies, classroom support, inclusive education

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References

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DOI: http://dx.doi.org/10.65010/seairj.v7i4.317

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