Challenges and Adaptations of Special Education Teachers in Talavera Central School: A Transcendental Phenomenological Study

Abstract

This study explored the lived experiences of special education teachers at Talavera Central School in addressing instructional challenges and implementing adaptations for learners with disabilities. Using a qualitative research design, the researchers conducted semi-structured interviews and classroom observations to investigate the professional and emotional dimensions of special education teaching. Participants reported significant challenges, including subject-specific teaching demands, behavioral management difficulties, limited instructional resources, and minimal support from parents and general education colleagues. Despite these obstacles, teachers demonstrated a high degree of instructional flexibility through individualized teaching approaches, differentiated instruction, and collaboration with stakeholders. They also engaged in continuous professional development and reflective practice, highlighting their resilience and commitment to inclusive education. Guided by an ecological systems perspective, the study revealed how multiple environmental systems—from classroom settings to institutional and societal structures—influence teacher practices and shape inclusive learning environments. The findings underscore the need for systemic reforms, including targeted teacher training, strengthened family engagement, and improved school infrastructure. These insights offer valuable implications for policymakers and educational leaders in designing sustainable and equitable support systems for special education professionals.