A HELPING HAND:

LIVED EXPERIENCES OF SPECIAL EDUCATION TEACHERS

IN TEACHING THE ENGLISH LANGUAGE TO STUDENTS WITH

SPECIAL NEEDS

COR JESU COLLEGE

College of Education, Arts, and Sciences

Digos City

ALISOSO, ANGELICA

APARICIO, JOHN CARL

VILLABER, RACHELL ANN

DECEMBER 2022
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter provides an analytical presentation of the result of the study. The

testimonies of the Special Education teachers in teaching the English language to students

with special needs are reflected. To give meaning to their day-to-day lived experiences,

themes were created. Further, this chapter also presents an in-depth discussion on the

emerging themes from the data analyzed. The limitation and implication of the study are

also discussed in this chapter as well as the concluding remarks.

RESULTS

A thorough one-on-one interview was conducted to ten (10) Special Education

teachers to answer the research questions. The informants were invited to share their

experiences and practices as well as their insights on how they personally felt, recalled,

understood and explained their lived experiences. Some probing questions were asked

that lead to the experiences of Special Education teachers in teaching the English

language to students with special needs.

Teaching Strategies, Skills, and Values of Special Education English Language

Teachers have as they Teach English to their Students with Special Needs.
 In the interview conducted with the participants, we gathered several information

and thoughts from their sharing. Probing questions were asked to discover the Special

Education teachers in teaching the English language to students with special needs

Specifically, they were asked for the following: how would you describe teaching SPED

students, how do these reasons affect your teaching strategies, skills, and values, what are

the advantages and disadvantages of teaching English language to SPED students. As

shown in Table 1, there were three themes that emerged as their teaching strategies,

skills, and values Special Education English language teachers have as they teach English

to their students with special needs, namely: the use of different strategies in teaching,

values and traits of the teacher, the teacher and school environment affects the learner.

Table 1. Thematic Map on the teaching strategies, skills, and values Special Education
English language teachers have as they teach English to their students with special
needs.
First Theme: The use of different Second Theme: Values and traits of the
strategies in teaching. teacher
Different teaching tools and method are The teacher should behold virtuous traits
needed to relay the lesson to the SPED to be able to understand the students
Learners properly  She knew that patience is important
 To accommodate students with a in teaching SPED students
variety of disabilities they employ a  Love is important in dealing with
variety of teaching methods. SPED students as there is no
 Teacher deals with a variety of specific strategies can be applied to
students, each of whom requires a them.
different approach. Teachers should relay real life situations
No specific strategy in teaching SPED to their students in order to prepare
students them for the reality of life.
 There is no proper diagnosis and no  You will feel their needs because
proper learning, and I believe these they exist, and it is up to the child or
factors may influence my teaching students to decide how you will
methods. begin teaching and managing them
 There is no specific strategy in in this particular subject.
teaching SPED students  Figuring out how to make them
 You have to find the way, and it's a understand that in real life in a
win-win situation that you do so. classroom. You need to pursue this
Different approach is needed because of as a teacher or work harder because
the variety of the disability they handle. some students don't know simple
 To accommodate students with a words
variety of disabilities they employ a
variety of teaching methods.
 She deals with a variety of students,
each of whom requires a different
approach.
There is a need of repetition of lessons.
 Repetition and routines are the
primary strategy that is more
applicable in teaching students with
Intellectual disability
 Repetition is the way to make learners
overcome the difficulty in English
language
 Remediation is one of the approach
when the students cannot be able to
understand the lesson immediately
 Repeating the lesson will help the
SPED student to understand the
lesson.
 Learning deficiency student need to
repeat the their lesson so that they can
understand it.
Third Theme: The teacher and school
environment affects the learner.
Teachers’ accompaniment is a key to help
the SPED students to understand the
lesson well.
 Giving accommodation is an
approach in determining what type of
skill that are suitable for their learner
 Accompaniment is needed in teaching
their SPED students.
 Guidance is considered as her strategy
in dealing with her SPED students.
 Consistently consulting the learners
before starting the day
Good classroom environment and good
relationship with the teacher is needed.
 Adjusting to the learners capabilities
that has difficulty in English and
 translation to its meaning is the way
for them to learn and then the
repetition
 Making sure of the effective
communication between the teacher
and the learners
 Making sure that the students will feel
safe in school in the sense that they
will be open to their teacher
 Establishing the good ambiance
inside the classroom with the students

The use of different strategies in teaching. Different teaching strategies skills, and

values Special Education English language teachers have as they teach English to their

students with special needs. Some SPED teachers shared that there is no specific strategy

they used. Herra, 45 years old, SPED teacher said,

“Para sa akoa…. there's no specific strategy for teaching

students with special needs.” (Transcript 1, Page 1, Line
2).

(For me, there is no specific strategy for teaching students

with special needs.)

The same thought was also expressed by Shiela, 50 years old, a SPED teacher, during

the interview, she added:

As a SPED teacher I know nga lisod ni nga path among

gipili. There is no specific strategy ang maapply kay lahi
lahi nga disabilities among ginadeal. Pinaka-importante
jud diari kay Love. Love students ug unsa sila. (Transcript
6, Page 1, Lines 18-22).

(As a SPED teacher, I know that my chosen path is hard.

There is no specific strategy that we can apply because we
deal with different disabilities here. The most important is
Love. Love your students.)
Even though some teachers have no specific strategy, some teachers employ different

teaching strategies especially in teaching English grammar. As stated by Ash, Shane,

Sabrina, and Poseidon.

“They have a module so they take a picture using the

Google Lens and it will be automatically translated into
Filipino to English and English to Filipino so that is one of
their techniques and this is only for deaf students and it is
different for students that can hear, there are also students
that know how to read but they don’t understand what they
are reading, there are students that can understand but
they don’t know how to read.” (Transcript 2, Page 1, Line
14-18)

“One of the strategies especially in teaching in English, of

course we have to aside from the vocabulary we taught
them about grammar and then the strategies, some of the
old ways can be root learning try them to memories
especially the grammar rules this is the strategies.”
(Transcript 3, Page 1,
Line 3-4)”

“Because we cater to different disabilities so we have

hearing impaired, visually impaired, autistic, or students
with autism, we apply different strategies for example for
our deaf learners, we are going to use our sign or the sign
language so that they can understand in teaching like for
example English subject, for our visually impaired, we are
going to use braille, we have braille and stylus the basic
strategy in teaching children with different disabilities.”
(Transcript 1, Page 1, Line 3-7)

Akong gibuhat is just like the rest of my colleagues here,

we always do modify-- we adjust to the capability of our
student since dili jud sila kaayo kasabot ug iningles so gina
translate to nako, mag binisaya mi….then repetition.
(Transcript 2, Page 1, Line 18-21)

(We modified our strategies like translating English to

Cebuano in order for them to understand the lesson)
Some teachers varied their teaching strategies based on the disability of the learner.
According to Sabrina, a SPED teacher,
“Teaching SPED students are challenging, as I have said
we cater to different disabilities, and it's very challenging,
the word challenge, we challenge especially for those
children who are, for example, they are not taught in the
elementary properly like there is no proper diagnosis,
there is no proper learning so I think these are the reason
that can maybe affect my teaching strategies. (Transcript 1,
Page 1, Line 8-11)

Values and traits of the teacher. Values and traits of the teacher was important in
giving holistic education to their SPED learners. These traits and values included will
help the student appreciate the education better. According to Mary,

“Isa sa maingon nako nga naa sa amoa nga mga SPED

teachers kay naa miy patience sa teaching sa among mga
bata. Kabalo baya ta unsa ni ka challenging pero kayanon
dapat.” (Transcript 7, Page 1, Line 11)

(We, the SPED teachers have patience regarding with the

behavior of our students.)

Even though that teaching SPED is hard, there should be the virtue of love in order for
them to be at home in the classroom and educational institution. According to Sheila, a
SPED teacher,

“As a SPED teacher I know nga lisod ni nga path among

gipili. There is no specific strategy ang maapply kay lahi
lahi nga disabilities among ginadeal. Pinaka-importante
jud diari kay Love. Love students ug unsa sila..”
(Transcript 8,
Page 1, Line 23;51-52)

(As SPED teacher, my chosen path is hard. The most

important in this field is to give love to your students.)
Preparing their students for the future is one of the traits that embodied a SPED teacher.
Teaching them not only of academic lesson but lessons that will prepare them in the near
future is necessary in order for the students to become prepared and ready. Ash, a SPED
teacher states that,
“The challenge is that how you can let them understand
that in real life situation in a class that you need to pursue
as a teacher or try harder because there are students that
they don’t know simple words just like ‘me” and “you”
what is the Tagalog of it.” (Transcript 2, Page 1,Line 27-
29)

In giving the lessons, teachers asked first the students on what they feel today. It gives
them a hint on how to deal with them. Both Hera and Sabrina, SPED teachers state that,

“They have needs so you are going to feel them and it’s up
to the child or the students on how you are going to start or
mold that particular student, and you can start teaching,
you can manage him or her in this particular subject.”
(Transcript 1, Page 1, Line 16-18)

“Kanang pag start sa klase before mi mag sugod

mangutana ko nila always nga "how are you doing? How
was your day?" And we'll talk about the background of
their family, ana lang.” (Transcript 2, Page 1, Line 4-6)

(At beginning of class, we usually ask them of how they are

doing. Are they find? Then we’ll talk about their family.)

The teacher and school environment affects the learner. Teacher and school
environment affects the learning of the students. It is one of the basic component of
learning. According to Hera,

“Tapos… for them to feel that we care for them ug maka

balo sila nga in this place or in this kind of environment
they are safe” (Transcript 1, Page 1, 6-7)
 (For them to feel that we care for them, we will let them
know that this place is safe.)

“You have to find the way and It’s a win, win situation that
you have to find the way on what you will do in that
because that’s the reality and it’s a rule in the DePED
memo that you will not include them, it’ll turn out if you
don’t allow them to join other students as a
discrimination.” (Transcript 2, Page 1, Line 31-34)

Sense of accompaniment is also needed in order for the student to feel comfortable of the
education they have. Accompaniment until they finish their college. This was stated by
Julia and Kristine, both SPED teachers.

“Lisod moingon kung unsa ang among strategy uy. Wala

man gud mi sa normal classroom setting. Ikaw isip
teacher, you should also be a mother, kay kini sila dapat e
accompany nimo until maachieve nila ilang goal.”
(Transcript 9, Page 1; 3, Lines 20-21; 65-67)

(As a teacher, you should be a mother, because they need to

be accompanied until they achieve their goal.)

“Maybe being with them ang akong masulti nga strategy.

Kay kung pasagdaan nimo sila luoy kaayo sila. Maong
until college kung unsa among matabang amo jud silang
tabangan.” (Transcript 10, Page 1, Lines 16, 18)

(Being with them is my strategy. I feel sorry for them if you

left them alone. That is why until college you should be
there.)

The challenges they faced in applying those strategies as they teach English to their
students with special needs

The participants were also interviewed about their challenges in applying

strategies as they teach English to their students with special needs. They were
specifically asked with the following: How do they cope up with those challenges and
how would they describe those challenges in teaching SPED students. Shown in Table 2
are the four themes elicited from their responses: Setting goal using modification
according to the learners needs, the means of going back to zero, going inclusive and its
challenges, the lack of support can fall everything down.

Table 2. Thematic Map on the challenges they faced in applying those strategies as they
teach English to their students with special needs
First Theme: Setting goal using Second Theme: The means of going back
modification according to the learners to zero.
needs
Teachers should keep trying, finding Various difficulties of learners that needs
various ways even if it means asking for the guidance from the teacher can only
assistance from the higher and setting be solve if teachers will have more than
goals that are SMART enough patience
 Goals are subject to change if needed and  Child tantrums is part of the
it should be SMART in the sense of teacher’s problem
Education  Loss of child’s attention are solved
by giving activity that will get his
Teaching special education is enduring attention
and learners has to be modified based on  One of the challenges she faced is
their classification the English structure of her students.
 Finding another way if their students got
 Coping mechanism is hard
rejected by the receiving schools
especially for their slow learners
 Asking for assistance from the higher is
considered a move to be accepted by the Avoiding stressful encounters from the
receiving teachers learners are possible if you will not
expect much from the them
 Not quiet challenging besides you are
expecting not much from the learners
and that should be a mindset
 Just don’t expect too much from the
students

Teaching does not only comes with

fulfilling the duties as a teacher rather it
is an extended form of helping through
everything
 Their love, commitment, and
passion, and are necessary
ingredients for teaching them
 If the teacher doesn't put his or her
heart into teaching, all of the

Third Theme: Going inclusive and its
challenges
Going inclusive sometimes can be one of
the major challenges teachers and students
face
 Putting their students in an inclusive
classroom setting is one of her
challenges
 For her, some inclusive teachers did
not care about the welfare of the
SPED students
 She felt pity upon her students,
especially when they are left out
Making students with special needs learn
without making them feel like they have
disability
 This is one method of reporting or
acting
 For them to experience prom or the
ball
methods and strategies will fail
Students are unprepared and lacks of
basic knowledge in academics that is why
teachers strives really hard for their
learners to learn
 Lack of readiness is an evident in
this situation even though students
finished their elementary years
already
 Students that lacks knowledge in
basic lessons
 Strive hard for the learners to learn
from you
Third Theme: The lack of support can
fall everything down
Challenges that are not directly towards
the learners but the teachers alone in
their journey.
 First year challenges or the starting
year in teaching SPED students that
utilizes modification as a strategy
 The support from the institution is
considered the challenges in reality
not directly between the teacher and
students
Lack of support from the institution or
the department are the ones that brings
the program down
 There is lack of funding for SPED
program. Personal money of the
teacher was used to provide for their
students
 Some students are discouraged to
study because there is no assurance
of continuity in college. This caused
the teacher to be discouraged also.
Unfortunate instance for learners
with disability in not getting the
support they need most
 The standard slip-up with this is
that different guardians are
trying to claim ignorance with
 their children that they are
embarrassed with the
circumstance of their children
 Some of the families of the
SPED students didn’t support
the education of their children

Setting goal using modification according to the learners needs. The challenges they
faced exerts the support in setting goal using modification according to the learners
needs. As a SPED teacher, teacher Hera and teacher Psyche are very enthusiastic in
helping students with special needs to attain goals, the teachers expressed:

“If ever the receiving teachers will not accept our students
mangita mi ug laing way….” (Transcript 1, Page 3, Line
19-20)

(If ever the receiving teachers will not accept our students,
we will find another way)

“That you should not able to think that your children can't
do something, all you can do is to strive for them to
learn…” (Transcript 3, Page 8, Line 42-43)

Teaching students with special needs are very crucial since you should be expecting that
if in regular classes the students are unique however in the SPED classroom they are way
more different because teachers will be expected to handle different disabilities and when
it comes to the approach, Teacher Shane brought us in realization:

“There are different types of students that we are handling,

different strokes to different style.” (Transcript 3, Page 1,
Line 3-4)

One of the difficulty is when in teaching students with special needs it is unavoidable that
a students throw a fit, teacher Julia shared:

“Tantrums. Kini challenge jud ni.” (Transcript 9, Page 2,

Lines 23)
 (Tantrums, this is also a challenge)

The participants believed that it is very important to understand every challenges each
learners could have despite the differences that entails to their disability as well. Teacher
Mary and teacher Julia shared the same thoughts:

“Isa pud siguro sa akong challenge karun kanang dali ra

kaayo mawala ang gana sa akong student. Mao usahay sa
akong klase sa English, maghimo kog activity nga
maganahan siya.” (Transcript 7, Page 2, Line 24-25)

(Perhaps one of the challenges now is that, it is just easy to

lose the appetite of my students. Sometimes in my English
class, I would do an activity that can generate their interest)

“Isa sa pinakalisod sa amo nga part kay kanang ang

among bata hinay maka cope-up sa klase, ilabina sa
among slow learners. Kanang di jud nimo matuman ang
allotted time nga imong gibutang sa imong lesson plan
tungod ani.” (Transcript 9, Page 2, Lines 20-21)

(One of the hardest part is that, our child is slow to cope up

in the class especially our slow learners. Because of that,
you cannot finish the allotted time you have put in lesson
plan)

Additionally, teachers recognizes that the compatibility of approaches to the learners

needs can result to its effectivity. Teacher Shane explained:
“All approaches and strategies will fail if the teacher will
not give his heart in teaching so there are lot of
approaches and strategies aside I have mentioned, but then
first and for most the teacher must, assess first his or her
student and then give an approach to each student.”
(Transcript 3, Page 3-4, Line 37-39;1)

Consequently, the teachers have been very supportive to their students and understanding
very well the situation thus assessing the learners in accordance to their needs became a
goal. For teacher Hera, this is a step for them in teaching effectively as she believed:
 “Mao na akong gina ingon nga gina change namo among
goal as well, the goal… uhm… it should be specific…. it
should be effective kanang SMART sya ba, that is
attainable, ug measurable.” (Transcript 1, Page 3, Line 21-
25)

(That is what I’ve been saying, we tend to change our goal

as well, the goal that shout be specific, should be effective,
that is SMART in education sense, that is attainable and
measurable)

The belief of having the modification for its effective delivery were verified by teacher
Sabrina as she shares the personal experience:

“Because we cater to different disabilities so we have

hearing impaired, visually impaired, autistic, or students
with autism, we apply different strategies for example for
our deaf learners, we are going to use our sign or the sign
language so that they can understand in teaching like for
example English subject, for our visually impaired, we are
going to use braille, we have braille and stylus the basic
strategy in teaching children with different disabilities.”

The means of going back to zero. The challenges they faced in applying strategies are
sometimes unfathomable even if it’s the means of going back to zero in teaching
students with special needs. Teacher Psyche shares the challenges she experienced:

“Based on my experience in teaching them handling

students with special needs, they reached high school and
they graduated their elementary education and yet when it
comes to readiness of the academe on the secondary
schools or the curriculum they are not yet at par with the
secondary learning.” (Transcript 3, Page 7, Line 4-8)

“They lack of vocabulary, they lack the basic on

mathematics-- ang fundamental operations.” (Transcript 3,
Page 7, Line 9-10)

(They lack of vocabulary, they lack the basic on thematics--

the fundamental operations)
In teaching students with special needs, some other time we cannot expect more when it
comes what the students used to as they grow and this struggle, teacher Mary and teacher
Ash shared to us what an instances they have encountered:

“Isa sa mga challenges nga akong na encounter kay

kanang sa grammar sa mga deaf students. Yes, English ang
ilang mode of communication pero pag pasulaton nimo
sila, mali mali ilang grammar.” (Transcript 7, Page 2, Line
15)

(One of the challenges that I have encountered is about the

grammar of the deaf students. Yes, English is their mode of
communication but when you make them write, their
grammars are full of error)

“My strategy even before in my first day here working, the

very first was the dictionary Filipino – English because
they don’t understand if I don’t translate it. It’s a word like
for example, now that I’m training them because it’s
prohibited now that it’s not inclusive education, so we put
them in 7th-grade level and what will happen is that there
is a regular teacher and we the sign language teacher will
be at the back translating the words for them in a sign
language so it’s like cooperative and we don’t care what’s
the lesson they teaching as long as us the teacher will be
doing the sign language whatever the teacher says.”
(Transcript 2, Page 1, Line 6-12)

Going Inclusive. The challenges faced by the SPED teacher does not end when they go
Inclusive based on the observation, teacher kristine shared instances:

“Masulti nako nga challenge jud para sa amoa nga

magtan-aw sa imong student nga walay makasabot sa ila
especially among the normal student. Kanang imong
students gusto moapil sa activities pero di sila iapil tungod
sa ilang disability.” (Transcript 10, Page 2, Lines 16-18)

(I can say the challenge here in us seeing our student that

no one will understand especially the regular student, that
instance when your student wants to join the activities but
they will not be included because of their disability)
Furthermore, the statement was supported by Teacher Shiela:

“Maingon pud nako nga challenge nako diari sa SPED kay

kanang among partners sa Inclusive classroom. Kanang
usahay di kasabot ang bata pero ang inclusive teacher
pasagdan ra niya. Di pud mi kareklamo kay kami lang pud
baya nihangyo nga isulod sila sa ilang normal class
schedule.” (Transcript 8, Page 2, Line 21-23)

(I can say that my challenge here in SPED is when your

partner in Inclusive classroom sometimes if the child
cannot understand immediately, the teacher will just let it
since we cannot complain because we were the ones to ask
them to include us inside their classrooms)

The Lack of support can fall everything down. The biggest contribution for the
development of the learners are the institution and their own family, Teacher Mary,
teacher Ash and teacher Poseidon explained their expriences:

“Another challenge for us kay kanang gamay rag funding

para sa among SPED students. Usahay mokuot nalang mis
among kaugalingon bulsa.” (Transcript 7, Page 2, Line 20-
21)

(Another challenge for us is about the small amount of

funding for our SPED students and sometimes we will get
for funding from our own pockets)

“The challenges in reality, dili jud sya about sa pareha

saakoa nga teacher ug sa among mga studyante….. but
about sa support sa institution…”(Transcript 2, Page 6, Line
7-8)

(The challenges in reality is not about between me and my

students but the direct support from the institution or the
division)

“Denial with their kids that they are ashamed with the
situation of their kids.” (Transcript 2, Page 2, Line 14-18)

The Insights that they could Share with Other Special Education Teachers
 The participants were also interviewed about their the insights that they could
share with other Special Education teachers. They were specifically asked with the
following: What did you realize in the current situation SPED education, what can
you suggest on what approaches and strategies should be used in teachings SPED
students, and what are the things that you wanted to improve in your teaching strategies?.
Shown in Table are the three themes elicited from their responses: Examining their
circumstances and background information, teaching is love in its purest form, and a
close bond with their student and evidence of their emotional and physical dedication to
their work

Table 3. Thematic Map on the the Insights that they could Share with Other Special
Education Teachers
First Theme: Examining their Second Theme: Teaching is love in its
circumstances and background purest form.
information.
Knowing the condition of the child first In addition to being their teacher, you
before applying an approach or strategy. are also their home.
 Assessment is the first and most  They get comfortable with you if
important step because they won't be they realized that you can help
able to implement their plan if they them in many aspect.
don't know what the child's problem  There is always a room for
or condition is. improvement in developing ways
 First, one must know each student's of teaching
strengths and weaknesses before A smile is like sunshine because it takes
finding an approach or strategy that the wind out of one's face.
is one so assessment and evaluation  Be willing to help them even if it
first. means extending arms widely that
Providing them with new information and does not have limitations.
teaching them new skills.  If no one will shed a light for them
 Knowledge will disappear, they will still become a burden to
especially if you only teach us how some
to use paper and pencil, right? We A strong personality and a positive
need to give it another shot, and the outlook that inspire their students.
goal should be mastery and  Being strong and firm in the field
application. is needed especially for a SPED
 They let their student explore. teacher.
 As educators, we should be aware  Love is needed in this teaching
that it is beginning to teach students field.
how to use technology, just like in
the classroom.
Putting into practice the most effective
method of instructing students in light of
the circumstances.
 This works for that particular
student under the same conditions,
but if you apply it to another student
under the same conditions, the
results won't be the same.
 It doesn’t mean it works to the other
student it will work to the other as
well.
 Must know the student first and then
you can apply your style and
strategy on teaching them.
A close bond with their student and
evidence of their emotional and physical
dedication to their work
 Patience and Commitment are the
basic components that a SPED
teacher can give, extending arms
widely open even if it means it will
make her the godmother of her
students.
 Becoming one of the SPED teacher
means a lot, hardships will be
inevitable but then it is satisfying at
the end of the day seeing that they
are learning even slowly but
progressing.
Third Theme: Focus not on compliance,
but on connections and relationship.
When a career and a passion come
together, it's a beautiful thing.
 Patience and compassion are virtues
needed in dealing with SPED
students.
 Positivity and happiness should
embodied a SPED teacher.
Providing them with the best emotional
support and demonstrating our genuine
concern for them.
 Be selfless to be able to understand
them.
 Mother instinct is needed.
 Always smile adorably to brighten their
day.
 There is joy in teaching SPED
students amidst the difficulties.
 Smile can alleviate the tiring
moments of teaching SPED students.

Examining their circumstances and background information. The teachers

acknowledged the importance of examining their circumstances and background
information in A helping hand: Lived Experiences of Special Education Teachers in
Teaching The English Language to Students with Special Needs. The teachers believed
that Assessment is the first and most important step because they won't be able to
implement their plan if they don't know what the child's problem or condition is. This
was elaborated by Ash and Shane:

“First and for most, assessment, because how can you

conduct your strategy if that kid isn’t assess, if you don’t
know what is the kid problem or condition.” (Transcript 2,
Page 1, Lines 25-26)

“First, one must know each student's strengths and

weaknesses before finding an approach or strategy that is
one so assessment and evaluation first.” (Transcript 3,
Page 4, Lines 5-9)

The Teachers also believed that With different teaching methods, they should be creative
as a teacher, not just the paper and the pencil teachers are creative people born to be
creative. Stated by Sabrina:

“Different kinds of strategies, as a teacher you should be a

creative one not just only you are going to, actually the
paper and the pencil, no not because teachers are born to
be creative, teachers are very creative, you are going to
used different strategies in teaching them, and not just the
four corners in the room.” (Transcript 1, Page 1, Line 29-
32)
They also suggested that Providing them with new information and teaching them new
skills and putting into practice the most effective method of instructing students in light
of the circumstances. Sabrina and Shane expressed their thoughts about it:

“You teach them how to cook, you let them cook, for
example your lesson is about cooking so let them explore
the cooking activity so that they can learn because the
knowledge will disappear especially when you are just
teaching paper and pencil even for us, right? We need to
try it again and it should be application and mastery.”
(Transcript 1, Page 1, Lines 33-36)

“There are a lot to be improve, for example as what I have

said earlier this particular works in that particular student
and then the same condition but then if you are going to
apply it to another with the same condition it will not be
the same result with the other.” (Transcript 3, Page 4,
Lines 16-18)

They are not just their normal teacher that give them lesson to answer their exam but also

teacher like them teach them how to survive life and let them explore. According to Ash,

Shane and Sabrina:

“The lesson that I conduct are the survival skills, just like
how you take a bath, how you cook and etc. We have a
student here named “Benny” it was me who taught him
how to take a bath properly, and imagined he still 37 but
the mental age he have is 7 years old.” (Transcript 2, Page
1, Line 26-29)

“Imoha silang I kuan to let them do and then like sa deaf

dili na siya pwede sa kuan but they can make tune,
they can dance so instead of hearing or kuan they can
dance, so that’s tactile kinesthetic so ana murag to
 compensate sa wala sa ilaha.” (Transcript 1, Page 4, Line
21-23)

(You let them do and then like the deaf he can no longer do
kuan but they can make tune, they can dance so instead of
hearing or kuan they can dance, so that's tactile kinesthetic
so that seems to compensate for the lack of theirs.)

“I think are a lot to be improved, because our technology

nowadays is evolving so as a teacher, we should be and
we know that it started to teach how to use technology
just like in the classroom, and I hope it will be an E-
ROOM, electronic room. How I wish. In terms of
technology, we need to improve.” (Transcript 1, Page 1-2,
Line 37-38, 1-2)

Teaching is love in its purest form. The teachers have also shared their thoughts that In

addition to being their teacher, you are also their home. Hera, Poseidon, and Kristine

explained how important to connect with your student.

“Patience, commitment… kung paingnon nato ang

kinabuhi sa SPED teachers is not just only inside here…
diri sa classroom kay once mahibal-an ka nila nga you are
a signer and then they can understand you nga they can
communicate with you and every time they have a problem
ila jud kang tawagan, mamahimo ta nga ninang ug ninong
nila kung buot huna-hunaon.” (Transcript 1, Page 4, Lines
32-36)

(Patience and Commitment are the basic components that a

SPED teacher can give, extending arms widely open even
if it means it will make her the godmother of her students.)

“Kung… you'll be handling… ID's or Students with

Intellectual Disability, you just need to lower your
expectations” (Transcript 2, Page 6, Line 16-17)
 (Lowering expectation when teaching students with
intellectual disability is a must)

“Masulti nako nga challenge jud para sa amoa nga

magtan-aw sa imong student nga walay makasabot sa ila
especially among the normal student. Kanang imong
students gusto moapil sa activities pero di sila iapil tungod
sa ilang disability.” (Transcript 10, Page 2, Line 16)

(She felt pity upon her students,

especially when they are left
out.)

The teachers believed that a smile is like sunshine because it takes the wind out of
one's face. stated by Sheila and Hera:

“As a SPED teacher I know nga lisod ni nga path among

gipili. There is no specific strategy ang maapply kay lahi
lahi nga disabilities among ginadeal. Pinaka- importante
jud diari kay Love. Love students ug unsa sila.”
(Transcript 8, Page 1, Lines 23;51-52)

(Love is important in dealing with SPED students as there

is no specific strategies can be applied to them.)

“Once mahibal-an ka nila nga you are a signer and then

they can understand you nga they can communicate with
you and every time they have a problem ila jud kang
tawagan, mamahimo ta nga ninang ug ninong nila kung
buot huna-hunaon.” (Transcript 1, Page 4, 33-36)

(They get comfortable with you if they realized that you

can help them in many aspect)
Focus not on compliance, but on connections and relationship. The teacher were also

asked What are the insights that they could share with other Special Education teachers?

They stated that When a career and a passion come together, it's a beautiful thing and that

Providing them with the best emotional support and demonstrating our genuine concern

for them. Stated by Mary and Psyche.

“Siguro isa sa akong mashare sa ilaha, dapat strong and

firm sila. Not only for themselves but especially for their
students.” (Transcript 7, Page 4, Line 16)

(Being strong and firm in the field is needed especially for

a
SPED teacher.)

“Nag start ko diri since 2006 it is very difficult kay ngano?

I don't know how to sign and katong nisulod ko diri sa
school akong gi hande-lan as a transfered teacher were
directly to all deaf….and it became a big disadvantage how
to teach the students nga dili maka dungog and I don't now
how to sign, nakaingon ko ug unsa man akong buhaton
ani? We won't understand each other pero kaluy-an pud
baya kay while I am still learning, they are also learning
ug it is fulfilling nga makita nimo ang bata nga they
learned from you.” (Transcript 3, Page 8, Line 13-14; 23-
25; 34-36)

(Becoming one of the SPED teacher means a lot, hardships

will be inevitable but then it is satisfying at the end of the
day seeing that they are learning even slowly but
progressing.)

Teaching Student with special need made them realize that A good education can change
anyone. A good teacher can change everything. Positivity ang happiness should embodied a
SPED teacher. According to Hera and Kristine:
 “That willingness to help, if you could extend your arms
dili lang ma limit sa subject but until maabot sila sailang
pag trabaho.” (Transcript 1, Page 4, Line 41-42)

(Be willing to help them even if it means extending arms

widely that does not have limitations)

“I am just grateful kay…everything was paid off pero…. I

know bisan sa gamay nga butang… but if you do it
consistently then I know there will be a good results.”
(Transcript 1, Page 4, 47-48)

(Always be grateful and be positive because being

consistent will equal to positive result as well)

“Naa ta diri to help our special education students, nga….

ma… hatag nato ang correct and enough strategies for
them to learn not just in academics but also in their
everyday life” (Transcription 1, Page 5, Line 6-8)

(In helping special education students, it sets the strategies

that fits to their needs in academic as well as in daily )

“Kabalo ta unsa ni ka challenging nga field atong gipili

pero dapat look it not as a problem but a challenge. Be
positive always and bring a smile to your students.”
(Trancript 10, Page 3, Line 8)

(We know how challenging this field is that we have

chosen, but we should look at it not as a problem but a
challenge. Always be positive and bring a smile to your
students.)

DISCUSSION
Special education teachers engage in complex work while implementing special
education policy and integrating disabled students. This study applies the occupational
perspective to portray the nature of special education teachers’ professional learning
opportunities and offer suggestions on how to optimize professional learning experiences
for these teachers (Woulfin & Jones, 2021).
Teaching strategies, skills, and values Special Education English language teachers

have as they teach English to their students with special needs.

Every country in the world makes education an important element in the

development of the country. Through education, human beings are able to know

themselves, be aware of their potential and in turn be able to dominate various things.

Education is also very important for every human being regardless of race, ethnicity,

religion and background to get quality education. Each of us has the right to a proper

education, including people with disabilities (PWDs) because they are just like other

human beings who need balance in access to information and access to education.

(Masyhum, 2021).

Relationships with children with special educational needs can be emotionally

challenging for teachers and conflicts may negatively impact both children and teachers.

Beginning teachers in particular may struggle with negative teacher-child relationships

and the emotions these invoke. A first step in coping with relationship difficulties with

specific children is increasing the teacher’s awareness and understanding of relational

themes and emotions in the relationship with that specific child (Koenen, Borremans, De

Vroey, Kelchtermans & Spilt, 2021).

The inclusion of pupils with special educational needs (SEN) in schools is an

ongoing challenge – it demands the development of an adapted teaching and learning

environment, which, in turn, requires a corresponding teacher education programme.

Studies indicate that personal characteristics of the respective teachers are one of the

main influencing factors on the classroom environment. (Miesera, DeVries, Junghohann

& Gebhardt, 2019).

The challenges they faced in applying those strategies as they teach English to their

students with special needs

Results showed that Teaching students with special needs is abstract and that it

leads teachers to be more relevant as they teach. It states that, Teaching method refers to

the method a teacher uses to achieve goals of the teaching process which involves

delivery of information, skills, and knowledge to students (Trabulsi, 2018, p. 1). Besides,

Goal setting is meant to be as precise as possible because the more precise the goals are,

the higher the level to reach is and the more effect the goals have on the performance

(Locke & Latham, 1990). In handling students with special needs, teachers utilizes the

significant strategies and skills that would really help them in assessing their learners.

This notes that Accommodations and Modifications is to provide access for students with

disabilities to achieve the same level of education as their same-age peers. It also creates

access to the core curriculum, opportunities to participate in school and community,

increases in socialization, age-appropriate behaviors, and a better quality of life

(Castagnera et al., 1998). Provided below are the definitions:

Accommodation(s): Are educational adjustments within the general education

program that aim to create access to the general education content, so that it meets the
educational need of a student with a disability (Lerner & Johns, 2015).

Modification(s): Are supports and services that alter and change the way the
student gains the curriculum or content to meet the students’ individual needs. This can
be achieved by changing the curriculum content, access to the curriculum, educational
goals and how the content is presented to the student (Eredics, 2018).
 Moreover, teaching students with special needs in secondary level became a tough
occurrence. It has established the means of going back to zero as teachers have been
struggling because for them the secondary level and its lessons should flow accordingly
as they thought of the learners are already equipped and prepared as they graduate from
primary level.

In addition, Going Inclusive has impacted learners and teachers in many aspect as
they implement the mainstreaming in inclusive education . For instance, Special
educators collaborate with classroom teachers to identify the needs, strengths and
weaknesses of students with disabilities, and the best practices that promote the teaching
of these students (Devecchi et al. 2012; Maher 2018; Whalley 2018). It became a law as
well that indicates the program has been appreciated and given the essential to be
implemented and established globally as stated. This decision proposed that all members
of society have an imperative right to equal opportunities within education (Yell, 2019).

Although the presence of special educators in schools helps to promote an

inclusive culture, a few studies conducted in secondary schools have reported a poor
working relationship between teachers and special educators (AlNatour et al. 2015). One
of the core duties of special educators is to engage teachers regarding the learning needs
of students with disabilities (Devecchi et al. 2012; Hedegaard-Soerensen et al. 2018;
Lyons et al. 2016).
It has as well barged in to challenges where General education teachers felt
unprepared to teach students with disabilities in the general education classroom, stating
a lack of knowledge on the legalities of implementing accommodations and
modifications within their classrooms, inadequate or lack of training from post-secondary
courses and in-services, a lack of administrative support, and negative perceptions on the
idea of inclusion (Fuchs, 2010).
 According to Gal, Schreur, and Engel-Yeger (2010), factors that affect inclusion
within the general education environment are child and environmental factors. Child
factors are the student’s own physical or emotional limitations innately keep them from
becoming fully included. The environmental factors where personal biases or attitudes or
physical barriers keep teachers from using the principle of inclusion in their general
education classroom(s) (Gal, Schreur, & Engel-Yeger, 2010).

Consequently, challenges became part of a decision when a notion is bound to

spurt out and thus the one of the dilemmas in the implementation of special education is
the lack of support that tends to pull down its foundation. It is also noted that general
education teachers, daily continue to face challenges of developing teaching techniques
and instructional strategies that meet the unique needs of students with a specific learning
disability within the classroom setting (McFall & Fitzpatrick, - 2010). Teachers feel that
they need more support in working with students with disabilities.

Various factors can contribute to the success of an organization or a program.

However, due to the few things and disregarded information, negative outcome are
possible. For example, special educators are not provided the necessary financial
resources or authority to execute their functions in the classroom (Struyve et al. 2018;
Timberlake 2018). With the emphasis being made on academic excellence in especially
secondary schools, very little funds are allocated to special educators to purchase learning
materials required to support students with disabilities (Maher & Macbeth 2014)

The insights that they could share with other Special Education teachers.
Preparing teachers to address the needs of diverse and special needs students in
classrooms and support them to learn successfully has become an increasingly important
task for teacher educators (Nieto, 2000).
It is always challenging to prepare teachers for working with students with diverse
racial and ethnic backgrounds and special needs at the same time in teacher education
programs. This challenge is due to the limited space and time in the program on the one
hand and the difficulties that teacher educators face in integrating different kinds of
knowledge necessary for working with students with diverse backgrounds and special
needs (Tomlinson et al., 2003).
Working closely with parents and involving them in teaching diverse and special
needs students is an irreplaceable component of effective teaching for culturally diverse
students with disabilities (Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016;
Villegas & Lucas, 2007).
Not only is academic achievement vital in education but student motivation is also
equally important towards one’s current and future success (Patrick et al., 2020).
The types of behaviors typically result to learning and achievement which can
lead to motivational beliefs, such as interest and enjoyment, and support students’
continued engagement. To achieve these motivational beliefs, the teacher is identified as
being central to student motivation, according to current social cognitive theories of
motivation (Ames, 1992)
In addition to student motivation increasing and assisting with academic
achievement, student motivation is also an essential aspect of their school development
(Elbaum, 2002; Grolnick & Ryan, 1990; Möller et al., 2008) Many teachers experiencing
emotional exhaustion report they exhaust themselves for the better of their students and
plan to continue to do so (Farber, 2000)

Limitation of the Study

After all the effort to provide sufficient information to make our study scholarly,

there were limitations that we encountered. Our participants were only ten SPED teachers

from one Secondary school in Digos City. They were selected since they are living in the

nearest area where the study is conducted and also of their line of work. We opted to

asked permission from one secondary school only to conduct our study. This limits the

generalizability of the result of this study.

 Further, this study was not able to explore on the part of the SPED students. Also,

We were not able to gather information about the school’s interventions the participants

initially received prior to this study.

Implication of the Study

We exhausted all the information to answer the research questions of this study

using the interview guide and follow up questions on the Lived Experiences of Special

Education Teachers in Teaching the English Language to Student with Special Needs.

We believe that the results of our study will bring significant impact to SPED students,

teachers, parents, and future researchers.

For SPED students. The result of the study implies that they are the source of

inspiration of their teachers. They play a great role in the education field in order for the

educational institution to make their learning accessible for all. They also the catalyst of

change in bringing inclusive education at rise.

For Teachers. This study is about them. The results of this study gives honor to

the unsung heroes of SPED education. This study will help them to be more efficient in

teaching their students. This will also reveal their hardships on dealing with SPED

students. We hope that they will be recognized and give them the necessities that is for

them.

Parents. Parents are the first teachers. They are the one who will build the

educational background of their children. With the results of this study, they will see the

reality on how they are important on the upbringing of their child with Special Needs.
 For Future Researchers. Future researchers who will also look into the

experiences and practices SPED teachers, this study may offer some information of what

is going on in the strategies. They may also focus on the hardships of the SPED teachers

as well as their insights.

In general, this study implies that the Lived Experiences of Special Education

Teachers in Teaching the English Language to Student with Special Needs is noteworthy

to be studied upon. Their conviction of helping there students are exemplary and serve as

inspiration for other teacher, both in SPED and regular program.

Concluding Remarks

We, as a future instructor, it is our passion to be part of the integrated

development of the students, particularly the youth that we believe is our hope in

surviving in the near future. As the future facilitator embedded the role of guiding young

people including the students with special needs and for them to be able to stand up in

their own ground despite the irregularities.

Additionally, as the special education has come to established its program, its

implementation became a success where it aims to help and assess the learners with

disabilities.

The literatures gathered that supported the claim of the various challenges

teachers faced in teaching students with special needs However, the result of the study is

telling us that SPED teachers are capable to deliver good and holistic education towards

their SPED students. This proves the social learning theory of modeling process where
people can learn through observation. These teachers make their students as their

inspiration to continue. They could have not remain steadfast in their teaching profession

without this students whom the teachers considered as their own family. Further, this

study clearly presents the strength of a SPED teacher amidst challenges in educating the

young.

REFERENCES
Allam, F. C., & Martin, M. M. (2021). Issues and Challenges in Special Education: A
Qualitative Analysis from Teacher's Perspective. Southeast Asia Early
Childhood, 10(1), 37-49

Anderson, C. R. (2023). Traditional versus modern teaching methods amongst special

education students and enhancing students’ self-concept: A comprehensive
literature review (Order No. 29390756). Available from Publicly Available
 Content Database. (2708764722). Retrieved from
https://www.proquest.com/dissertations-theses/traditional-versus-modern-
teaching-methods/docview/2708764722/se-2

Bettini, E., Lillis, J., Stark, K., Brunsting, N. C., & Mathews, H. M. (2022). Special
educators’ experiences of interpersonal interactions while serving students with
emotional/behavioral disorders. Remedial and Special Education, 43(2), 98-113.

Koenen, A. K., Borremans, L. F. N., De Vroey, A., Kelchtermans, G., & Spilt, J. L.
(2021, November). Strengthening individual teacher-child relationships: an
intervention study among student teachers in special education. In Frontiers in
Education (Vol. 6, p. 769573). Frontiers Media SA.

Masyhum, M. A. (2021). Headmasters Leadership On Task Load And Job Satisfaction

Of Special Education Teachers In Malaysia. Turkish Journal of Computer and
Mathematics Education (TURCOMAT), 12(11), 5294-5299.

McBeth, C. (2021). Increasing general education teachers’ confidence in supporting

students with disabilities in inclusive general education classrooms (Order No.
28719280). Available from Publicly Available Content Database.
(2572587731). Retrieved from
https://www.proquest.com/dissertations-theses/increasing-general-education-
teachers-confidence/docview/2572587731/se-2

Miesera, S., DeVries, J. M., Jungjohann, J., & Gebhardt, M. (2019). Correlation between
attitudes, concerns, self‐efficacy and teaching intentions in inclusive education
evidence from German pre‐service teachers using international scales. Journal
of Research in Special Educational Needs, 19(2), 103-114.

Opoku, M. P. (2022). Special educators’ intentions towards supporting practice of

inclusive education for students with disabilities in secondary schools in ghana.
African Journal of Disability, 11 doi:https://doi.org/10.4102/ajod.v11i0.875

Raley, S. K., Shogren, K. A., & Hagiwara, M. (2022). Review of existing research on
coaching in inclusive, secondary classrooms. Education and Training in Autism
and Developmental Disabilities, 57(2), 151-166. Retrieved from
https://www.proquest.com/scholarly-journals/review-existing-research-on-
coaching-inclusive/docview/2667876220/se-2

Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and
structure of special education teachers’ professional learning opportunities.
Teaching and Teacher Education, 100, 103277.