Velin Gulle

Master of Arts in Education Major in Special Education at the University of Perpetual Help System DALTA, Las Piňas City, Philippines

DOI : https://doi.org/10.47191/ijsshr/v8-i5-83

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ABSTRACT

This phenomenology study explored the lived experiences of special education (SPED) teachers in Thai-Singapore International School when dealing with learners with special education needs. Purposive sampling was used to identify the 10 special education teachers who agreed to take part in the study as participants. Teacher experiences were identified using semi structured interview questionnaire. The data were analyzed using thematic approach. Seven distinct themes emerged from the analyses of the key informants' collective descriptions of their experiences as SPED teachers: accomplishments in teaching career, factors contributing to their success, approaches to managing diverse learning needs, challenges encountered, strategies for coping with challenges, available support systems, and influences on teaching practices. The study concluded that most teachers who assisted students with learning needs experienced time constraints, resource limitations and managing diverse paces. Thus, they needed proper differentiated instruction and planning, and collaboration and support from stakeholders. The study also came up with strategic action plan for inclusive education to strengthen teacher support and enhance learner success through professional development and collaborative strategies.

KEYWORDS:

special needs, inclusive education, differentiated instruction, time constraints, Thai-Singapore International School

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Volume 08 Issue 05 May 2025