Virginia Maria K. Dulaugon and Prescillano D. Campado (Authors)
Abstract
This study investigated the lived experiences of teachers who are teaching learners with intellectual disabilities in mainstream classroom environment at the General Santos City SPED Integrated School. It sought to provide practical insights into how inclusive education is carried out, catering to the specific needs of learners with intellectual disabilities within a mainstream context. This study adopted a qualitative phenomenological research design. Qualitative data were generated from ten participants, who met the inclusion and exclusion criteria, through In-Depth Interview (IDI). IDI-generated data were supplemented with information obtained from observations in the classrooms and residences of the participants. Thematic analysis was used in analyzing and interpreting the data. The study’s findings revealed that the integration of learners with intellectual disabilities into mainstream classroom is primarily motivated by adapting to behaviors and academic practices, fostering their ability to function as normal learners, and preparing them for future integration into society. Moreover, teachers experience numerous interconnected challenges when teaching learners with intellectual disabilities. These are problems with communication skills, lack of resources and support, and limited professional training. Strategies and interventions to effectively integrate learners with intellectual disabilities include differentiated instruction, peer tutoring, group activities, structured routines, and a personalized learning plan. Finally, the impact of lived experiences on the teachers’ effectiveness and motivation includes appreciation of Inclusive education, strengthened patience, and the ability to adopt teaching methods to diverse learners.
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Keywords: learners with intellectual disabilities, mainstream classroom environment, lived experiences, GSC SPED Integrated School