Removing barriers in teaching special education learners Lived experiences of receiving teachers

This phenomenological study explored the lived experiences of non-special education (non-SPED) teachers who accommodate learners with special needs in mainstream classrooms. Specifically, this investigated how teachers adapted their teaching methods, developed accommodation, and created an inclusive environment for learners with diverse educational needs. Utilizing Creswell's approach to phenomenological research, the study conducted in-depth interviews with eight non-SPED teachers of the Division of Cadiz City following the inclusion criteria set. The interviews captured the essence of the participants' experiences, challenges, and strategies to overcome barriers in teaching learners with special needs. The findings revealed three themes: Theme 1: “Inclusive Educational Strategies: Customized Learning for All”; Theme 2: “Education Beyond Walls: Cultivating Community Connections”; and Theme 3: “Thriving Together: Breaking Barriers and Building Resilience in Special Education. The findings also revealed a range of adaptive teaching practices, accommodations, and adaptive behavior of teachers in handling learners with special needs, highlighting the necessity for targeted professional development and the implementation of inclusive policies, as well as a policy review on the existing law that will support both teachers and learners. This study contributes to the understanding of inclusive education by discussing the lived experiences of non-SPED teachers, offering insights into the practical aspects of mainstreaming learners with special needs into non-SPED schools. The results underscored the importance of institutional support, resource allocation, policy review, and strong community linkages to enhance the efficacy of inclusive education practices. Keywords: learners with special needs, receiving teachers, mainstream classrooms, inclusion, linkages