Abstract
This study explored the lived experiences of special needs education (SPED) teachers in multi-grade classrooms, focusing on their experiences in teaching learners with special needs in the multi-grade classroom. Conducted in the context of Philippine public schools, particularly in resource-constrained regions such as Mati, Davao Oriental, the study addressed the need to understand how educators navigated the problems in multi-grade education. The primary aim of the study was to investigate the problematic situations experienced by SPED teachers in multi-grade settings and how these affected their ability to meet diverse student needs. The study employed a phenomenological research design to capture the rich experiences of the participants. Data were collected through semi-structured interviews with purposefully selected SPED teachers and analyzed using thematic analysis to identify recurring patterns and meanings. Findings revealed three overarching themes: (1) Problematic Situations in Transformative Teaching, which included time-intensive differentiated instruction, limited content mastery, and difficulty in balancing diverse needs; (2) Challenges Related to Support Materials, such as inadequate learning resources, lack of assistive tools, and limited classroom space; and (3) Obstacles in Achieving Learning Outcomes, including unmet goals, low student engagement, behavioral challenges, and insufficient assessment strategies. The study concluded that the interplay of pedagogical, material, and systemic constraints significantly impacted teachers’ effectiveness in inclusive multi-grade classrooms. These findings underscored the need for policy reforms, increased teacher support, and targeted professional development. By amplifying teacher voices, the research contributed valuable insights for improving inclusive education practices and informing future interventions.
