Lived Experiences, Issues, Challenges, and Coping Mechanisms of Teachers Without a Special Education Degree Handling SNED Classes
DOI:
https://doi.org/10.5281/zenodo.22145405Keywords:
Peer support and collaboration, Self-learning and resourcefulness, Heavy workload, Emotional strain, Non-SPED teachers, Special Needs Education (SNED), Inclusive education, Classroom management, Lived experiences, Coping strategiesAbstract
Inclusive education is both a philosophy and a practice that ensures all learners, regardless of ability, disability, or background, have equitable access to quality education in regular classrooms. It seeks to remove barriers to learning and participation while promoting diversity, acceptance, and equal opportunities (Ainscow, 2020). In practice, inclusive education varies across contexts. Globally, developed countries have moved toward multi-tiered systems of support, collaborative teaching models, and comprehensive teacher training (Florian, 2014; Sharma et al., 2018). However, in many developing countries, implementation remains uneven. In Ghana, Kuyini et al. (2018) found that general education teachers struggled with curriculum adaptation due to a lack of specialized training. This study explored the lived experiences, issues, challenges, and coping mechanisms of teachers without a Special Education (SPED) degree handling Special Needs Education (SNED) classes in the Ligao City Division. The study employed a qualitative phenomenological research design to capture the lived experiences of the participants. The participants consisted of 12 teachers without SPED degrees who are currently teaching SNED classes in Ligao City Division, selected through complete enumeration sampling. Data were gathered using a validated interview guide covering experiences, challenges, coping strategies, and recommendations. Findings revealed that teachers without a SPED degree experience heavy workload and multitasking, constant adaptation in teaching strategies, and emotional strain in their daily responsibilities; they encounter a lack of special education training, classroom management difficulties, and emotional stress as major challenges in handling SNED classes; they employ peer support and collaboration, self-learning and resourcefulness, and patience with a positive attitude as coping strategies in managing the demands of SNED classes. This study, therefore, recommended adopting the action plan developed in this study to provide structured support for teachers without a SPED degree. This plan includes training programs, mentoring, collaborative professional learning, resource provision, and wellness initiatives. Implementation will ensure that teachers are adequately prepared and supported to meet the diverse needs of SNED learners.
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