Abstract
This qualitative case study explores the lived experiences of Special Education (SPED) teachers in teaching learners with dyslexia in public schools in Davao Oriental, Philippines. Dyslexia presents challenges in literacy development, particularly in writing, and many teachers lack the training and resources to address these needs effectively. The study aimed to understand how SPED teachers navigate these challenges, what strategies they employ, and how they adapt their practices to support writing development among dyslexic learners. Using a case study design, the research involved in-depth interviews with three SPED teachers who had at least two years of experience teaching students with dyslexia. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns and insights. The study was grounded in Vygotsky’s Sociocultural Theory, emphasizing the role of guided learning and social interaction in cognitive development. Findings revealed three major themes in the teachers’ experiences: initial uncertainty and self-doubt, the celebration of incremental learner progress, and personal and professional growth through reflective practice. Teachers reported challenges such as learners’ difficulty understanding instructions, fear of making mistakes, and a lack of instructional materials. Despite these obstacles, they employed adaptive strategies including personalized visual aids, multi-sensory instruction, and scaffolded writing tasks. Emotional resilience and a strong sense of purpose helped sustain their motivation. The study underscores the importance of equipping SPED teachers with targeted training, adequate resources, and collaborative support systems. It highlights the transformative potential of reflective teaching and inclusive practices in fostering literacy among learners with dyslexia. These insights contribute to the broader discourse on inclusive education and offer practical implications for policy, teacher development, and classroom practice.
