A phenomenoligical study of Special Education (SPED) teachers' lived experienced to students with intellectual disabilities (ID) / by Jamie Margaret E. Divinagracia, Ysabelle Gabrielle G. Manzano, & Reiza Anne C. Tuares.
Publisher: [Iloilo City] : [Ateneo de Iloilo], c2023Description: 34 p.DDC classification: Ref 373.07 P528 2023 Summary: There are numerous stories to be told about the experiences and dedication of Special Education (SPED) teachers teaching students with Intellectual Disabilities (ID). This qualitative phenomenological study explored the phenomenon of teachers at Tigbauan Central Elementary School encountering positive and negative experiences, successes, and challenges. The study's objective was to obtain information about the real-life experiences of SPED teachers teaching students with ID. The theoretical framework was guided by constructivist learning theory and a functionalist viewpoint. A purposive sampling of four SPED teachers was used in the phenomenological design. The two research questions investigated the similarities of participants' experiences in the SPED program to determine why teachers choose to stay in this difficult job. Data were gathered through focus group discussions. Thematic analysis and coding were used to analyze interview data. The findings indicated that SPED teachers teaching students with ID at Tigbauan Central Elementary School recognize the challenges associated with their students' specific unmet needs, and the teachers remain committed to assisting their students in academic improvement. Recommendations for future researchers are (a) could utilize more SPED teachers, (b) could utilize one-on-one interviews instead.| Item type | Current location | Home library | Collection | Call number | Copy number | Status | Date due | Barcode | Item holds |
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There are numerous stories to be told about the experiences and dedication of Special Education (SPED) teachers teaching students with Intellectual Disabilities (ID). This qualitative phenomenological study explored the phenomenon of teachers at Tigbauan Central Elementary School encountering positive and negative experiences, successes, and challenges. The study's objective was to obtain information about the real-life experiences of SPED teachers teaching students with ID. The theoretical framework was guided by constructivist learning theory and a functionalist viewpoint. A purposive sampling of four SPED teachers was used in the phenomenological design. The two research questions investigated the similarities of participants' experiences in the SPED program to determine why teachers choose to stay in this difficult job. Data were gathered through focus group discussions. Thematic analysis and coding were used to analyze interview data. The findings indicated that SPED teachers teaching students with ID at Tigbauan Central Elementary School recognize the challenges associated with their students' specific unmet needs, and the teachers remain committed to assisting their students in academic improvement. Recommendations for future researchers are (a) could utilize more SPED teachers, (b) could utilize one-on-one interviews instead.
300-399