Challenges and Coping Mechanisms of Sped Teachers: A Basis for Intervention Program

The aspiration of special education teachers is to see every child as a unique composite of potentials, abilities, and learning needs for whom an educational program must be designed to meet his or her needs. However, the complexities and demands of time test special education teacher to experience various challenges in the educational system. Therefore, this investigation aimed to explore the challenges and coping mechanisms of special education teachers. The participants of this study consisted of eight (8) special education teachers purposively selected based on the inclusion criteria set by the researcher. Adhering to qualitative research approach, the researcher used the semi-structured method of an in-depth interview to gather the data. After undergoing phenomenological analysis, the data revealed six (8) themes focusing on the challenges and coping mechanisms in terms of assessment, classroom management, teaching strategies, and parent involvement. The themes for challenges on identified areas are summarized as assessed but not appropriate, administered but not compliant, applied but not adequate, and attended but not involved. Meanwhile, the themes for coping mechanisms include collaborate and design, impose and reinforce, recognize and differentiate, and connect and sustain. It can therefore be concluded that special education teachers experience issues that had led teachers to cope with these problems that would help deliver quality education. Based on the results, special education teachers should therefore undergo further professional trainings as an intervention to equip teachers with practical skills on instruction, collaboration with stakeholders, alternative forms of assessment, classroom management, and teaching strategies.