VOICES OF INCLUSION: UNRAVELING THE REALITIES AND CHALLENGES OF WORKING WITH CHILDREN WITH SPECIAL NEEDS

This qualitative study explored the experiences, challenges, and roles of professionals working with children with special needs in inclusive educational settings. The study used A total sampling of nine individuals, comprising two male and seven female teachers, employed at San Jose West Central School and San Jose National High School. The study found that special education teachers often assumed dual roles as lecturers and nurturers, providing instruction and emotional support to their students. Skill-building and the availability of numerous learning resources were also highlighted as essential aspects of their work. Despite their dedication, special education teachers faced significant challenges. These included the teacher-student ratio and a lack of facilities, which hindered the delivery of tailored support and quality education. However, the study emphasized special education teachers' unwavering dedication and resilience in their efforts to provide quality care and support to children with special needs. Supporting their well being by addressing their needs for rest, mental health support, and collaboration with local government units was identified as crucial for maintaining their effectiveness and promoting inclusive practices. The findings of this study contribute to a better understanding of the realities faced by professionals in inclusive educational settings and underscore the importance of ongoing support systems, training, and resources. By recognizing and addressing the needs of special education teachers, the education system can create inclusive and supportive learning environments that benefit teachers and students with special needs.