Lived Experiences of Non-SpED Teachers in Inclusive Education

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{"abstract":"This phenomenological inquiry sought to delve into the lived experiences of non-SPED teachers handling diagnosed SPED students in an inclusive classroom in selected elementary schools in Antipolo during the school year 2023–2024. Based on the transcribed responses, the following overarching themes evolve: a) Prominent and Recurring Needs in Inclusive Classrooms; b.) Subjective Experiences with Support, Training, and Resources; c.) Personal and Emotional Experiences of Non-SPED Teachers; and d.) Adaptation of Teaching Methods, Classroom Management, and Collaboration. In addition, some positive experiences that non-SPED can have with administrators include routine principal interaction, progress monitoring, and structured professional development activities. Still, some teachers see a lack of administrative support. Moreover, Personal and emotional accounts of non-SPED teachers revealed that working in inclusive classes is not an easy task. It may involve frequent emotions such as anger, frustration, and patience. Personal initiative includes giving resources, taking part in trainings or conferences, and changing one’s style of teaching based on the individual characteristics of diagnosed pupils. To this end, non-SPED teachers use inclusion treatment approach, set rules, provide for safety of learners, and consider environmental issues that can influence on their classroom management. Collaboration among colleagues include the provision of open communication, sharing of ideas, orientation of colleges on incorporation of special education practices to cater for diagnosed students.","abstract_source":"original","authors":["Madonna Marie Pancito"],"date":"2024-12-12","doi":"10.5281/zenodo.14410102","id":4030,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"04cda6ae252a2e9562306bd9fadb02be4409bbc8b48e3afe33bec34dcddc433f","schema":"scimatic-article/1","title":"Lived Experiences of Non-SpED Teachers in Inclusive Education","volume":28}

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