Experiences of Private Special Needs Education Teachers in Teaching Learners with Special Needs

This study investigates the lived experiences of Special Needs Education (SNED) teachers in private schools in Dagupan City, Pangasinan, utilizing a qualitative phenomenological research design. Interviews with ten purposively selected SNED teachers reveal how they navigate substantial emotional and physical demands while deriving fulfillment from student progress. Participants implement individualized and creative instructional strategies but encounter systemic barriers, including limited resources, inadequate specialized training, and inconsistent stakeholder collaboration. Despite these obstacles, teachers report significant growth in resilience and patience. The findings highlight the necessity of robust administrative support, targeted professional development, and structured collaboration to sustain teacher well-being and promote inclusive education in private school settings.