Perception of Non-special Education Teachers Vis-a-Vis Mainstreamed Learners: Stories to Tell

This qualitative study explored the experiences of non-special education (non-SPED) teachers in addressing the challenges of teaching students with disabilities in an online learning environment, focusing on their accountability and coping strategies. Using a phenomenological approach, the study gathered data through semi-structured online interviews with ten participants from the Manay South District, Division of Davao Oriental. The research aimed to understand how non-SPED teachers manage issues such as student tardiness and the difficulties in meeting individual student needs without formal special education training. Analysis revealed three key themes: (1) choosing appropriate strategies and motivating students, (2) identifying individual needs, and (3) the demanding but rewarding nature of their tasks. Teachers coped by exercising patience, receiving help from stakeholders, and relying on parents' commitment and assistance. The findings emphasized the critical role of collaboration between teachers, parents, and the community in supporting students. Additionally, the lack of specialized training for non-SPED teachers contributed to difficulties in addressing diverse learning styles and needs. These insights underscore the necessity for better teacher preparation and strong parent-teacher partnerships in inclusive education.