ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A QUALITATIVE ANALYSIS FROM TEACHER’S PERSPECTIVE

Dr Jagjeet Singh

doi:10.36676/girt.2023-v11i1-02

Authors

Singh Assistant. Professor Department of Management Studies Jind Institute of Engineering and Technology, Jind

DOI:

https://doi.org/10.36676/girt.2023-v11i1-02

Keywords:

special education, issues, learning disabilities

Abstract

The primary goal of this study is to better understand the challenges that special education (SPED) teachers in the City Division of Ilagan Isabela, Philippines experience when trying to help students who have difficulty learning new content. Purposive sampling was used to identify the 15 special education teachers who agreed to take part in the study as respondents. Educator challenges were identified by use of the Qualitative Research Method (QRM). The data was analysed using a thematic approach. Five distinct themes emerged from the analyses of the key informants' collective descriptions of the difficulties they face in their roles as SPED teachers: selecting an appropriate strategy and motivation; identifying individual needs; finding the job challenging but fulfilling; accepting and having patience with students; and respecting students' rights. The majority of teachers who assist students with learning disabilities have never taken a course on special needs education. Since this is the case, they feel unprepared to teach students with learning impairments. Furthermore, teachers who are given the task of instructing children in SPED classrooms often lack the strategies essential for working with kids who have impairments. The study concluded that the Division of Ilagan's special education classes as a whole lack the resources necessary to implement Specialized Programs for the Education of Disabled Children (SPED), including adequate funding, a standardised curriculum, instructional materials, and physical space.

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