Unsung Heroes: A Phenomenological Study on Experiences and Struggles of Special Education Language Teachers

Abstract

Aim: To document the experiences of Special Education (SPED) language teachers in their language teaching, collaboration with parents and interaction with fellow educators in mainstream education. Study Design: The study used Qualitative method. Place and Duration of Study: Monkayo Central Elementary School, Compostela Valley, Philippines during the school year 2019-2020. Methodology: The participants were five male and female Special Education teachers. They used purposive and snowball sampling. Information was gathered through in-depth interviews using validated researcher-made questions written in multilingual (English, Tagalog, and Cebuano). The information was analyzed thematically. Results: The special Education teacher dealt with various areas of language learning depending on the learner's impairment. Teachers also improvised approaches and developed coping mechanisms in dealing with experiences. This research provided implications to increase efficiency in language teaching in Special Education programs; increase parents' engagement in school activities and programs; and improve special education and mainstream education teachers' interaction. Conclusion: In conclusion, the research highlights the significant challenges faced by SPED language teachers in educating learners with special needs. Despite these obstacles, SPED teachers have demonstrated remarkable resilience, employing various coping mechanisms and fostering cooperation with parents and mainstream teachers. Their unwavering commitment, patience, and positivity exemplify their dedication to providing the best learning opportunities for their special needs students