Voices From the Classroom: Stories of Special Education Teachers in Self-Contained Environment in Manatee County

AUTHOR(S)

DIANA ROSE SUPNAD MARTINEZ DR. BENJAMIN C. SIY JR.

ABSTRACT

——— This study explored the lived experiences of seven (7) special education teachers managing a self-contained class in public elementary schools in Manatee County, Florida. The study generated forward-thinking insights for enhancing inclusive classroom practices and teacher support. It takes perseverance, flexibility, and careful lesson planning to run a self-contained class in special education. In this environment, teachers collaborate closely with students who have a variety of learning requirements, skills, and behavioral issues. To promote both academic and social growth, they create tailored education, put differentiated strategies into practice, and offer a consistent framework. In order to create a welcoming and inclusive learning environment, teachers must strike a balance between individualized attention and group instruction. This requires effective classroom management. Using a phenomenological design, seven teachers were purposively selected for their direct experience managing students with disabilities, sharing detailed accounts of instructional strategies, classroom management, and collaboration with families, paraprofessionals, and specialists. Analysis revealed seven major themes: Organized and Optimal Learning, Scaffolded Systems for Behavior Success, Upgrading Engagement Through Digital Supports, Dynamic Partnership, Enduring Impact Through Personalized Teaching, Capacity Constrained in Individualized Support, and Forward with Purpose, with nineteen subthemes highlighting organization, behavior, and coping strategies. Findings demonstrate that effective self-contained teaching relies on the intentional alignment of instructional practices, behavior supports, and collaborative partnerships to foster structured, engaging, and inclusive learning environments. Based on these insights, the study proposes the FOCUSED Model, a forward-looking framework that guides classroom management, instructional planning, and collaboration, offering teachers practical strategies to enhance student engagement, resilience, and holistic development while strengthening their professional growth and capacity to meet the diverse needs of students with disabilities. Keywords: FOCUSED Model, inclusive teaching, lived experiences, self-contained classrooms, special education