##plugins.themes.academic_pro.article.sidebar##
Published
Jul 23, 2024
Download
Statistic
Read Counter : 895
Download : 206
Downloads
Download data is not yet available.
Main Article Content
Abstract
Special education (SPED) learners often struggle in learning due to the curriculum and limited resources despite the awareness of the value of education globally. In the Philippines, inclusive education for all learners, especially for learners with special needs has yet to be delved deeper, hence, this study provides an exploration of the lived experiences of SPED teachers using skill-based learning to understand their perspectives of the participants on how this learning approach can help SPED learners acquire the skills needed for independence. Husserl’s descriptive phenomenological research design was used to describe the meaning of the lived experiences of the five SPED teachers using skill-based learning from Cebu City, Philippines. A semi-structured interview schedule served as the primary data collection instrument, supplemented by a focus group discussion to ensure data saturation. Colaizzi’s method of descriptive analysis was used to analyze the transcriptions, identifying key experiences, challenges, coping mechanisms, and meanings of teaching skill-based learning to SPED learners. Four major themes emerged from the analysis: Fulfillment in Teaching; Limited Resources, Parental Involvement, and Adjustment; Planning, Preparation, and Communication; and Emphasis on Practical Skills. Despite challenges, teaching SPED students could be fulfilling with passion and perseverance. The researchers recommend advocating for increased funding and programs to support SPED teachers in effectively implementing skill-based learning.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Chua, R. N. D., Egot, H. X., Espina, D. A., Forrosuelo, A., Gonato, L. F., Gungob, A. J., Habel, V. S., Devilleres, R. I., & Gagani, F. (2024). A Heart of Service: Discovering the Lived Experiences of Special Education Teachers Using Skill-Based Learning in Cebu City. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7), 2486-2498. https://doi.org/10.11594/ijmaber.05.07.11
References
Allam, F. C. & Martin, M.M. (2021). Issues and challenges in special education: A qualita-tive analysis from a teacher's perspective. Southeast Asia Early Childhood Journal, 10(1), p. 37-49. https://doi.org/10.37134/saecj.vol10.1.4.2021
Almalki, S., Alqabbani, A., & Alnahdi, G. H. (2021). Challenges to parental involve-ment in transition planning for children with intellectual disabilities: The perspec-tive of special education teachers in Saudi Arabia. Research in Developmental Disa-bilities, 111, 103872. https://doi.org/10.1016/j.ridd.2021.103872
Amolo, R. M., Calamohoy, D. E., Congson, J. C., Cubillan, G. J., Gingoyon, H. M., Lanticse, C., ... & Gagani, F. (2024). “If I Stop Now What Will Happen Later?”: The Lived Ex-periences of Teenage Moms as Students and Mothers in Cebu City during the Pan-demic. International Journal of Multidis-ciplinary: Applied Business and Education Research, 5(2), 478-487.
Blumer, H. (1969.) Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall.
Castillo, A. G., Jandorf, L., Thélémaque, L. D., King, S., & Duhamel, K. (2012). Reported benefits of participation in a research study. Journal of community health, 37, 59-64. https://doi.org/10.1007/s10900-011-9416-0
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Val-le & M. King (Eds.), Existential-phenomenological alternatives for psy-chology (pp. 48-71). New York: Oxford University Press.
Creswell, J. (1998). Qualitative inquiry and re-search design: Choosing among five tradi-tions. Sage Publica-tions.https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book2 46896
Depakakibo,P.K, Montecalvo, J., Lumapay, J. M., Cataluña, F. E., Erica, M., Ceballos, J., del Socorro, C., & Gagani, F. S. (n.d.). Butter-flies in the city: Capturing the lived expe-riences of transgender women in Cebu city. Ajhssr.com. https://www.ajhssr.com/wp-con-tent/uploads/2020/11/B204110916.pdf
Diana, D., Sunardi, S., Gunarhadi, G., & Yusufi, M. (2021). Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic. Cypriot Journal of Educational Sciences, 16(6), 3240–3254. https://doi.org/10.18844/cjes.v16i6.6543
Formoso, D.B. (2019). Supervision of instruc-tion in special education in two schools in the Philippines. Elixir Social Science. 126, 52529-52533. https://www.researchgate.net/publication/330663235_Supervision_of_Instruction_in_Special_ Educa-tion_in_Two_Schools_in_the_Philippines
Gagné Conditions of Learning. (n.d.). https://www.personal.psu.edu/wxh139/gagne.html Gajjar, N. (2017). The Chang-ing Role of Teachers in Promoting Skill-Based Learning: A Comprehensive Re-view. RET Academy for International Journals of Multidisciplinary Research (RAIJMR). https://www.raijmr.com/ijrhs/wp-con-tent/uploads/2024/01/IJRHS_2017_vol05_issue_08_03.p df
Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Eng-lewood Cliffs, NJ: Prentice-Hall.https://www.scirp.org/(S(351jmbntv-nsjt1aadkposzje))/reference/referencespape rs.aspx?refere nceid=2866388
Galindo, I. (2020). Applying Robert Gagné’s Conditions of Learning in Your Online Course. Wabash Cen-ter.https://www.wabashcenter.wabash.edu/2020/12/applying-robert-gagnes-conditions-of-l earning -in-your-online-course/
Gallarde Jr., F., Gatera, M., Buscato , L., & Villar-ies, P. J . (2022). A phenomenological study on the lived experiences of SPED English teachers in the BARMM region. East Asian Journal of Multidisciplinary Re-search, 1(7), 1343–1364. https://doi.org/10.55927/eajmr.v1i7.856
Gesel, S., Foreman-Murray, L., & Gilmour, A. (2022). Sufficiency of teachers' access to resources and support for students with disabilities. SAGE Journals, 45(3). https://doi.org/10.1177/08884064211046237
Glessner, M. M., & Johnson, S. A. (2020). The experiences and perceptions of practicing special education teachers during the COVID-19 pandemic. The Interactive Journal of Global rship and Learning, 1(2). https://doi.org/10.55354/2692-3394.1013
Griffin, E. (2012). A first look at communication theory (8th Ed). McGraw-Hill. http://course.sdu.edu.cn/Download2/20191204113656196.pdf
https://www.raijmr.com/ijrhs/wp-con-tent/uploads/2023/12/IJRHS_2023_vol11_issue_09_12.p df
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on Student Learning. Reading Horizons: A Journal of Literacy and Language Arts, 52 (4). ar-works.missouristate.edu/cgi/viewcontent.cgi?article=1022&context=articles-coe
Husserl, E. (1989). Ideas pertaining to a pure phenomenology and to a phenomenolog-ical philosophy: Second book studies in the phenomenology of constitution (Vol. 3). Springer Science & Business Media. https://www.google.com.ph/search?tbo=p&tbm=bks&q=inauthor:%22Edmund+Husserl%22
Jaya, H., Haryoko, S., Saharuddin, Suhaeb, S., Sabran, & Mantasia. (2018). Life Skills Education for Children with Special Needs in order to Facilitate Vocational Skills. Journal of Physics: Conference Se-ries, 1028, 012078. https://doi.org/10.1088/1742-6596/1028/1/012078
Mahmudah, S., Widajati, W., & Wijiastuti, A. (2023). Vocational Life Skills Students With Disabilities Through Experiential Learning. Studies in Learning and Teach-ing, 4(3), 499-507. https://doi.org/10.46627/silet.v4i3.345
Miller, M. D., Brownell, M. T., & Smith, S. W. (1998). Factors that predict teachers staying in, leaving, or transferring from the Special Education Classroom. Council for Exceptional Children. https://eric.ed.gov/?id=EJ579489
Nuñez, M.R., & Rosales, S. (2021). Inclusive Education: Perceptions and attitudes among Filipino high school teachers. The Asian ESP Journal, 17(6.1), 151-172. https://www.researchgate.net/publication/355436274_Inclusive_Education_Perceptions_and_ a tti-tudes_among_Filipino_high_school_teachers
Organiza, M. T. (2016). Motivation and quality of work life of special education teachers in Region XI. International Journal Of Novel Research In Interdisciplinary Stud-ies, 3(4), 1-3. https://www.noveltyjournals.com/upload/paper/Motivation%20and%20Quality-700.pdf
Paguirigan, E. (2020). Teachers’ perceptions of inclusive education: Basis on the devel-opment of inclusion guide. Asia Pacific Journal of Multidisciplinary Research, 8(2), 1-10. http://www.apjmr.com/wp-content/uploads/2020/04/APJMR-2020.8.2.01.pdf
Porter, S.R., & Whitcomb, M.E. (2004). Under-standing Why Students Participate in Mul-tiple Surveys: Who are the Hard-Core Re-sponders? https://files.eric.ed.gov=ED491016
Rabuya, D. A., Moralde, F. E., Villacampa, A. R., Sagosa, S., Fernandez, R. B., Cabrera, R. K., ... & Gagani, F. (2023). To Paint a New Picture: Into the Lives of Eldest Siblings of Separated Fami-lies during COVID-19. International Journal of Multidisciplinary: Applied Business and Education Research, 4(7), 2180-2189.
Rathod, D. (2023). Role of Teachers & Teacher Educators in Promoting Skill-Based Learning: A Comprehensive Review. RET Academy for International Journals of Multidisciplinary Research(RAIJMR).
Sayson, Y. C. (2016). Needs Assessment of Pub-lic Special Education Schools in Cebu City, Philippines. JPAIR Institutional Research Journal, 8(1), 34-42. 1-1. http://or-cid.org/0000-0003-3716-1003\
Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities. (2022). UNICEF. https://data.unicef.org/resources/children-with-disabilities-report-2021/
Smit, B., & Fritz, E. (2008). Understanding teacher identity from a symbolic
interactionist perspective: Two ethno-graphic narratives. South African Journal of Education, 28(1), pp. 91-102. https://www.ajol.info/index.php/saje/article/view/25147
Sudtho, J., Singhasiri, W., & Jimarkon, P. (2015). Using symbolic interactionism to investi-gate teachers’ professional identity. Per-tanika J. Social Sci. Humanities. http://doi.org/10.4135/9781412979306.n259
Wahyuni, C., & Mangunsong, F. M. (2022). Pa-rental involvement and the achievement of students with special education needs in Indonesia. Exceptionality Education In-ternational, 32(1), 14-34. https://doi.org/10.5206/eei.v32i1.14871
Almalki, S., Alqabbani, A., & Alnahdi, G. H. (2021). Challenges to parental involve-ment in transition planning for children with intellectual disabilities: The perspec-tive of special education teachers in Saudi Arabia. Research in Developmental Disa-bilities, 111, 103872. https://doi.org/10.1016/j.ridd.2021.103872
Amolo, R. M., Calamohoy, D. E., Congson, J. C., Cubillan, G. J., Gingoyon, H. M., Lanticse, C., ... & Gagani, F. (2024). “If I Stop Now What Will Happen Later?”: The Lived Ex-periences of Teenage Moms as Students and Mothers in Cebu City during the Pan-demic. International Journal of Multidis-ciplinary: Applied Business and Education Research, 5(2), 478-487.
Blumer, H. (1969.) Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall.
Castillo, A. G., Jandorf, L., Thélémaque, L. D., King, S., & Duhamel, K. (2012). Reported benefits of participation in a research study. Journal of community health, 37, 59-64. https://doi.org/10.1007/s10900-011-9416-0
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Val-le & M. King (Eds.), Existential-phenomenological alternatives for psy-chology (pp. 48-71). New York: Oxford University Press.
Creswell, J. (1998). Qualitative inquiry and re-search design: Choosing among five tradi-tions. Sage Publica-tions.https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book2 46896
Depakakibo,P.K, Montecalvo, J., Lumapay, J. M., Cataluña, F. E., Erica, M., Ceballos, J., del Socorro, C., & Gagani, F. S. (n.d.). Butter-flies in the city: Capturing the lived expe-riences of transgender women in Cebu city. Ajhssr.com. https://www.ajhssr.com/wp-con-tent/uploads/2020/11/B204110916.pdf
Diana, D., Sunardi, S., Gunarhadi, G., & Yusufi, M. (2021). Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic. Cypriot Journal of Educational Sciences, 16(6), 3240–3254. https://doi.org/10.18844/cjes.v16i6.6543
Formoso, D.B. (2019). Supervision of instruc-tion in special education in two schools in the Philippines. Elixir Social Science. 126, 52529-52533. https://www.researchgate.net/publication/330663235_Supervision_of_Instruction_in_Special_ Educa-tion_in_Two_Schools_in_the_Philippines
Gagné Conditions of Learning. (n.d.). https://www.personal.psu.edu/wxh139/gagne.html Gajjar, N. (2017). The Chang-ing Role of Teachers in Promoting Skill-Based Learning: A Comprehensive Re-view. RET Academy for International Journals of Multidisciplinary Research (RAIJMR). https://www.raijmr.com/ijrhs/wp-con-tent/uploads/2024/01/IJRHS_2017_vol05_issue_08_03.p df
Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Eng-lewood Cliffs, NJ: Prentice-Hall.https://www.scirp.org/(S(351jmbntv-nsjt1aadkposzje))/reference/referencespape rs.aspx?refere nceid=2866388
Galindo, I. (2020). Applying Robert Gagné’s Conditions of Learning in Your Online Course. Wabash Cen-ter.https://www.wabashcenter.wabash.edu/2020/12/applying-robert-gagnes-conditions-of-l earning -in-your-online-course/
Gallarde Jr., F., Gatera, M., Buscato , L., & Villar-ies, P. J . (2022). A phenomenological study on the lived experiences of SPED English teachers in the BARMM region. East Asian Journal of Multidisciplinary Re-search, 1(7), 1343–1364. https://doi.org/10.55927/eajmr.v1i7.856
Gesel, S., Foreman-Murray, L., & Gilmour, A. (2022). Sufficiency of teachers' access to resources and support for students with disabilities. SAGE Journals, 45(3). https://doi.org/10.1177/08884064211046237
Glessner, M. M., & Johnson, S. A. (2020). The experiences and perceptions of practicing special education teachers during the COVID-19 pandemic. The Interactive Journal of Global rship and Learning, 1(2). https://doi.org/10.55354/2692-3394.1013
Griffin, E. (2012). A first look at communication theory (8th Ed). McGraw-Hill. http://course.sdu.edu.cn/Download2/20191204113656196.pdf
https://www.raijmr.com/ijrhs/wp-con-tent/uploads/2023/12/IJRHS_2023_vol11_issue_09_12.p df
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on Student Learning. Reading Horizons: A Journal of Literacy and Language Arts, 52 (4). ar-works.missouristate.edu/cgi/viewcontent.cgi?article=1022&context=articles-coe
Husserl, E. (1989). Ideas pertaining to a pure phenomenology and to a phenomenolog-ical philosophy: Second book studies in the phenomenology of constitution (Vol. 3). Springer Science & Business Media. https://www.google.com.ph/search?tbo=p&tbm=bks&q=inauthor:%22Edmund+Husserl%22
Jaya, H., Haryoko, S., Saharuddin, Suhaeb, S., Sabran, & Mantasia. (2018). Life Skills Education for Children with Special Needs in order to Facilitate Vocational Skills. Journal of Physics: Conference Se-ries, 1028, 012078. https://doi.org/10.1088/1742-6596/1028/1/012078
Mahmudah, S., Widajati, W., & Wijiastuti, A. (2023). Vocational Life Skills Students With Disabilities Through Experiential Learning. Studies in Learning and Teach-ing, 4(3), 499-507. https://doi.org/10.46627/silet.v4i3.345
Miller, M. D., Brownell, M. T., & Smith, S. W. (1998). Factors that predict teachers staying in, leaving, or transferring from the Special Education Classroom. Council for Exceptional Children. https://eric.ed.gov/?id=EJ579489
Nuñez, M.R., & Rosales, S. (2021). Inclusive Education: Perceptions and attitudes among Filipino high school teachers. The Asian ESP Journal, 17(6.1), 151-172. https://www.researchgate.net/publication/355436274_Inclusive_Education_Perceptions_and_ a tti-tudes_among_Filipino_high_school_teachers
Organiza, M. T. (2016). Motivation and quality of work life of special education teachers in Region XI. International Journal Of Novel Research In Interdisciplinary Stud-ies, 3(4), 1-3. https://www.noveltyjournals.com/upload/paper/Motivation%20and%20Quality-700.pdf
Paguirigan, E. (2020). Teachers’ perceptions of inclusive education: Basis on the devel-opment of inclusion guide. Asia Pacific Journal of Multidisciplinary Research, 8(2), 1-10. http://www.apjmr.com/wp-content/uploads/2020/04/APJMR-2020.8.2.01.pdf
Porter, S.R., & Whitcomb, M.E. (2004). Under-standing Why Students Participate in Mul-tiple Surveys: Who are the Hard-Core Re-sponders? https://files.eric.ed.gov=ED491016
Rabuya, D. A., Moralde, F. E., Villacampa, A. R., Sagosa, S., Fernandez, R. B., Cabrera, R. K., ... & Gagani, F. (2023). To Paint a New Picture: Into the Lives of Eldest Siblings of Separated Fami-lies during COVID-19. International Journal of Multidisciplinary: Applied Business and Education Research, 4(7), 2180-2189.
Rathod, D. (2023). Role of Teachers & Teacher Educators in Promoting Skill-Based Learning: A Comprehensive Review. RET Academy for International Journals of Multidisciplinary Research(RAIJMR).
Sayson, Y. C. (2016). Needs Assessment of Pub-lic Special Education Schools in Cebu City, Philippines. JPAIR Institutional Research Journal, 8(1), 34-42. 1-1. http://or-cid.org/0000-0003-3716-1003\
Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities. (2022). UNICEF. https://data.unicef.org/resources/children-with-disabilities-report-2021/
Smit, B., & Fritz, E. (2008). Understanding teacher identity from a symbolic
interactionist perspective: Two ethno-graphic narratives. South African Journal of Education, 28(1), pp. 91-102. https://www.ajol.info/index.php/saje/article/view/25147
Sudtho, J., Singhasiri, W., & Jimarkon, P. (2015). Using symbolic interactionism to investi-gate teachers’ professional identity. Per-tanika J. Social Sci. Humanities. http://doi.org/10.4135/9781412979306.n259
Wahyuni, C., & Mangunsong, F. M. (2022). Pa-rental involvement and the achievement of students with special education needs in Indonesia. Exceptionality Education In-ternational, 32(1), 14-34. https://doi.org/10.5206/eei.v32i1.14871