Voices from the Classroom: Lived Experiences of Teachers Supporting Students with Special Needs

AUTHOR(S)

TERESA R. MALABUYOC QUEENE Q. LARIBA CRISTY D. SARVIDA CONRADO D. AYUBAN JR

ABSTRACT

— The COVID-19 pandemic disrupted support systems for students with disabilities and intensified existing inequities in Philippine elementary schools. As inclusive education gains prominence under Republic Act No. 11650, teachers’ readiness to implement adaptive practices during post-pandemic transitions remains underexplored. This study, “Voices from the Classroom: Lived Experiences of Teachers Supporting Students with Special Needs,” examines how elementary educators in the San Juan District, Southern Leyte, construct meaning around inclusive pedagogy amid evolving policy mandates and local constraints. Guided by Interpretative Phenomenological Analysis within a Social Constructivist framework, we conducted in-depth semi-structured interviews with five purposively sampled teachers in School Year 2024–2025—complementary document analysis of lesson plans and school support logs enriched contextual understanding. Transcripts were coded thematically, and trustworthiness was established via member checks and peer debriefing. Six interrelated themes emerged: (1) Challenge–Reward Duality—teachers experienced both strain and satisfaction in supporting diverse learners; (2) Multisensory & Differentiated Strategies—use of tactile materials, visual aids, and scaffolded tasks; (3) Training & Material Gaps—a critical need for targeted professional development and adaptive resources; (4) Pandemic Driven Adaptations—innovations such as home visitations, flexible scheduling, and hybrid communication; (5) Collaborative Networks—partnerships with parents, specialists, and peers as pivotal support; and (6) Systemic Recommendations—calls for sequenced training modules, resource sharing frameworks, and enhanced policy enforcement. Teachers demonstrated remarkable resilience and agency, yet systemic administrative backing and resource allocation gaps hinder sustainable inclusion. With UNESCO’s inclusive education pillars and Vygotsky’s emphasis on social scaffolding, findings suggest that embedding continuous coaching cycles, establishing a district-level resource center, and formalizing parent-teacher collaboration protocols are imperative. Future research should evaluate the impact of these interventions on student learning and well-being. Keywords — Inclusive Education; Lived Experiences; Elementary Teachers; Special Needs; Phenomenological Analysis, Teacher Preparedness, Post-Pandemic, Emotional Resilience, Support Mechanisms, Systemic Support, Instructional Strategies, Professional Development