Challenges and Coping Mechanisms of Sped Teachers: A Basis for Intervention Program

Challenges and Coping Mechanisms of Sped Teachers: A Basis for Intervention Program

Ordequito P. Lumactod, Jr.

National University-Laguna, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2024.805069

Received: 28 April 2024; Accepted: 08 May 2024; Published: 05 June 2024

ABSTRACT

The aspiration of special education teachers is to see every child as a unique composite of potentials, abilities, and learning needs for whom an educational program must be designed to meet his or her needs. However, the complexities and demands of time test special education teacher to experience various challenges in the educational system. Therefore, this investigation aimed to explore the challenges and coping mechanisms of special education teachers. The participants of this study consisted of eight (8) special education teachers purposively selected based on the inclusion criteria set by the researcher. Adhering to qualitative research approach, the researcher used the semi-structured method of an in-depth interview to gather the data. After undergoing phenomenological analysis, the data revealed six (8) themes focusing on the challenges and coping mechanisms in terms of assessment, classroom management, teaching strategies, and parent involvement. The themes for challenges on identified areas are summarized as assessed but not appropriate, administered but not compliant, applied but not adequate, and attended but not involved. Meanwhile, the themes for coping mechanisms include collaborate and design, impose and reinforce, recognize and differentiate, and connect and sustain. It can therefore be concluded that special education teachers experience issues that had led teachers to cope with these problems that would help deliver quality education. Based on the results, special education teachers should therefore undergo further professional trainings as an intervention to equip teachers with practical skills on instruction, collaboration with stakeholders, alternative forms of assessment, classroom management, and teaching strategies.

Keywords: Special Education, Challenges, Coping Mechanisms, Intervention Program, SPED Teachers

INTRODUCTION

In the Philippines, the recent response of the government to inclusion was the issuance of Dept. Order (DO) 21, series of 2019 by the Department of Education (DepEd) Secretary Leonor Briones. The said Department of Education Order outlined the Policy Guidelines for the K-12 Basic Education Program. A key aspect highlighted in item no. 16 pertains to Inclusive Education, emphasizing its significance as the fundamental principle of the K to 12 Basic Education Program. This principle advocates for the right of every Filipino to receive a comprehensive, culturally aligned, and high-quality education. In embracing inclusive education, it is believed that all Filipinos can achieve their maximum potential and actively contribute to nation-building. The incorporation of Special Education (SPED) was a crucial element in this endeavor. The Philippines has made substantial strides in establishing policies supporting Special Education (SPED) as part of its commitment to fostering an inclusive and fair educational system.

In today’s education climate, the responsibility therefore for teaching students with special needs lies primarily in the hands of special education teachers. SPED teachers need to have remarkable qualities to succeed in the classroom. These qualities expected of them include professionalism, adaptability, collaboration and communication skills, compassion, perseverance, and devotion to improvement (University of West Alabama, 2018).  However, special education teachers have an especially difficult job of not only teaching and managing their students, but also handling the paperwork and making sure accommodations and modifications are being met in the classroom.

The study of Allam, et al. (2021) revealed that the classrooms for children with learning disabilities in Division of Ilagan at large have poor learning environment to support the SPED such as lack of budget, curriculum guide, Instructional Materials (IMs) and even school facilities. Likewise, the study of Karabiyik, et al. (2021) concluded that special education teachers have encountered several problems regarding their students’ learning in class and behavioral characteristics, other staff at school, physical characteristics of the school and the classroom, programme and material development. This is also augmented by Toquero (2021) whose investigation involved five SPED teachers who indicated that they have experienced “educational, social, and psychological difficulties and challenges.”

The research paper aligns with several Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, and SDG 10: Reduced Inequalities. By focusing on inclusive education and the challenges faced by special education teachers in the Philippines, the study directly contributes to SDG 4’s target of ensuring inclusive and equitable quality education for all. Additionally, the research addresses SDG 10 by highlighting the importance of reducing inequalities within education systems, particularly for individuals with special needs.

The study is also responsive to Ambisyon Natin 2040, the long-term vision of the National Government of the Philippines. Ambisyon Natin 2040 envisions a Philippines where all citizens enjoy a stable and comfortable lifestyle, empowered with opportunities for growth and development. Inclusive education plays a crucial role in realizing this vision, as it ensures that every Filipino, including those with special needs, has access to quality education that enables them to reach their full potential and contribute meaningfully to society.

As the country pushes and strives for inclusive education, how, then, do the faces of educational front liners in the grassroots level in special education learning institutions rise to the call of providing quality education despite myriad of challenges they experience in the field? How do these teachers cope with these problems so to continue the delivery of instruction rightfully deserves by our Filipino learners? Their voices therefore will be captured as they describe their experiences in the execution of their job as special education teachers.

Statement of the Problem

This study intended to describe the challenges and coping mechanism of special education teachers. This explores the highs and lows they go through to continue giving the education the learners need amidst emerging issues and challenges in the educational system.

Objectives:        

The study answered the following central questions:

1. What are the challenges faced by special education teachers in terms of:

1. teaching strategies;
2. classroom management;
3. assessment; and
4. parent involvement?

2. How do special education teachers cope with the pressing challenges they experience in the classroom?

3. What intervention may be proposed after results are gathered and generalized?

Theoretical and Conceptual Framework

The study was anchored on the coping theory of Lazarus and Folkman (1984) who defined this as:

“constantly changing cognitive and behavioral efforts to manage specific external and internal demands that are appraised as taxing or exceeding the resources of the person.”

There exists a multitude of methods to navigate through stressful situations. Coping encompasses both conscious and subconscious efforts aimed at problem-solving and stress reduction. It functions as the mind’s inherent troubleshooting mechanism, striving to return to an optimal state of functioning. Within psychology, coping skills, or strategies, represent a collection of adaptive tools that we consciously employ to evade burnout. These tools encompass our thoughts, emotions, and actions, intricately linked to our individual personality traits. For instance, someone outgoing and sociable is inclined to utilize solution-oriented approaches and communication-based coping skills to tackle their challenges. Conversely, an introverted individual might tend towards defensive and self-centered coping strategies when navigating psychological adjustments.

For special education teachers who were bombarded with paper works, school reports, and others may feel overwhelmed and stressed while dealing with problems in instruction and other concerns in school. As the Philippine government strengthens the implementation of inclusive education in the country, our special education teachers who are the frontliners of education may experience various problems and challenges that affect their total well-being as teachers and as individuals.

In this light, the purpose of this research paper attempts to explore the challenges and coping mechanism of special education teachers, and the outcome of the study is hoped to design an intervention program for special education teachers to be able to effectively serve the Department of Education.

Conceptual Framework

The general purpose of this study was to describe the challenges and coping mechanism of special education teachers in the new normal education.

The results were extracted from the interview as the main data-gathering method of the investigation. The respondents of the study were the eight special education teachers who were selected based on the criteria set by the researcher. The results are hoped to design an intervention program to the school administrators and teachers who are very essential individuals in the educational system.

Figure 1. A Schematic Diagram Illustrating the Flow of the Study

METHODOLOGY

The present study deemed the Qualitative Narrative Inquiry Design suitable, utilizing stories to comprehend social patterns. Narrative inquiry focuses on narratives shared by participants and those constructed by researchers from participant information. Its primary aim is for participants to offer their life experiences through detailed stories. Initially introduced by Connelly and Clandinin (1990), narrative inquiry was employed as a research design to investigate the perceptions and personal stories of teachers. The qualitative approach attempts to understand a small number of participants’ frames of reference, instead of testing a preconceived hypothesis on a large sample (Hortillas, 2016; cited in Degillo, 2017). In qualitative research, the researcher is interested in how people interpret, understand, and construct their worlds from their experience (Merriam, 2009; cited in Canos, 2017). Therefore, the participants’ stories will serve as the primary data of this study.

Context and Participants

The participants of this study consisted of eight (8) special education teachers who are permanently teaching in Toboso Central Elementary School, Schools Division Office of Negros Occidental, and Escalante Central Elementary School, Schools Division Office of Escalante City, Negros Occidental.

The participants were purposively selected based on these criteria:

1. regular or permanent teachers handling special education classes;
2. at least 3 years in service; and
3. currently assigned at Toboso Central Elementary School and Escalante Central Elementary School.

Since the study was conducted to a smaller sample size, the researcher had more time for quality interviews with the participants.

Research Instrument

To gather the qualitative data, this study used semi-structured method of an in-depth interview, using an interview guide.

Semi-structured interview is usually employed in qualitative research, and it involves a number of open-ended questions based on the topic areas that the study wants to cover. Questions are open-ended to provide opportunities for both the interviewer and the interviewee to discuss a topic further or in more detail (Hancock, Ockleford & Windridge, 2009).

Hence, an interview guide used in this study was composed open-ended questions. Research instrument of this type allowed the researcher to gain rich, thick detail through questioning and probing techniques, and participate in the natural “give and take” of conversation (Canos, 2017).

To ensure the face validity of these open-ended questions, the researcher submitted it to five jurors who are experts in their field and have the knowledge about this study. Using the institution’s content and face validation form, the validators were allowed to make necessary corrections, suggestions, and recommendations to improve the instrument.

Therefore, the research instrument established a validity average of 4.76, which was translated as “very satisfactory.”

The interview guide, meanwhile, did not undergo reliability tests. According to Lincoln and Guba (1985), as cited in The Qualitative Report (2003), a demonstration of validity of the instrument in qualitative research is enough to establish its reliability. To establish reliability of the results, however, qualitative interviews were audiotaped. Two external audio editors/raters listened to the recording while going through the transcript made by the researcher. Adhering to the inter-rater reliability cited in McHugh (2012) by Cohen (1960) known as Cohen’s kappa, the raters evaluated the codes prepared by the researcher with 1 which means that they agreed on the inclusion of the code to the results, and 0 if disagreed. The study established a kappa value of 0.9333, which is equal to 93.33% of agreement or almost perfect level of agreement. The results of this investigation therefore exhibited an excellent reliability.

Data Gathering Procedure

Before commencing data collection, the researcher obtained approval from the Schools Division Superintendent of Escalante City. Subsequently, a communication letter detailing the study’s purpose was sent to the school heads and teacher-respondents of Escalante Central Elementary School and Toboso Central Elementary School.

The researcher ensured that the purpose of the study was clearly explained to the informants in a language they could easily understand. Additionally, ethical requirements were explained and followed to protect the anonymity and confidentiality of the information provided.

After obtaining all necessary consents, the researcher scheduled interviews with the participants and sought permission to audio-record the sessions. The interviews were conducted in a comfortable and private space conducive to open conversation.

During the interviews, participants were encouraged to freely share their experiences. The researcher observed participants’ demeanor for signs of confusion, fatigue, or lack of interest, and adjusted questions accordingly. The face-to-face interviews lasted approximately 40-45 minutes each.

Following the interviews, the data were analyzed and interpreted by the researcher to address the research questions and draw valid conclusions.

DATA ANALYSIS

The data had undergone a phenomenological analysis, following the six steps in data analysis and interpretation by John W. Creswell (2014).

Ethical Consideration

The informed consent of the participants was obtained by the researcher while addressing their anonymity and the confidentiality of the data.  In addition, the disposal of data was observed in this research undertaking.

Prior to obtaining the informed consent of the respondents, the researcher explained to the participants the rationale of this study and its purpose. Moreover, each participant was provided with an informed consent form. This is to make the participation of the learners voluntary.

Meanwhile, to address the anonymity of the respondents, this study did not use the participants’ real names but instead they were individually identified all throughout this paper using a code.

The data were securely archive, kept confidential and remained protected from disclosure outside of the research setting or to unauthorized persons. These data were disposed of after the retention period to meet some ethical requirements. The tangible source of research data, which is the transcribed interview, was incinerated while the recording, which is a digital datum, was deleted without any chance of retrieval.

RESULTS AND DISCUSSIONS

The research followed a thorough data gathering process, which involved securing approval, communicating with school heads and teachers, explaining the study’s purpose and ethical considerations, obtaining consent, and conducting face-to-face interviews. The interviews were conducted in an interview-conducive space, and participants were encouraged to freely share their experiences.

Challenges

1.1 Challenges in Assessment: Special education teachers face challenges in assessment due to the absence of uniform assessment tools. Teachers often have to create or modify their own assessment tools, leading to time management issues and difficulties in dealing with parental cooperation and varying levels of denial regarding diagnoses.

1.2 Challenges in Classroom Management: Managing classrooms in special education settings is complex due to diverse and challenging behaviors exhibited by students. Teachers must adapt to each student’s behavior, instill proper social values, and address emotional regulation issues.

1.3 Challenges in Teaching Strategies: There is no one-size-fits-all teaching strategy in special education. Teachers must tailor their approach to each student’s needs, which can be challenging in resource-limited environments. Lack of instructional materials and diverse learner needs further complicate teaching strategies.

1.4 Challenges in Parent Involvement: Parents’ lack of collaboration and involvement in their children’s education is a significant issue. Many parents are passive and unresponsive to meeting requests, which can impact student outcomes such as attendance and engagement.

Overall, the research highlights the need for a more comprehensive and collaborative approach to addressing the challenges faced by special education teachers. This includes providing adequate resources, supporting professional development, and fostering better communication and collaboration between teachers, parents, and students.

Coping Mechanisms

2.1 In terms of assessment: Teachers highlighted the importance of communication with peers to inquire about various assessment strategies. They also mentioned budget constraints and the proactive approach of selectively referring certain children for medical diagnosis within the given budget. Teachers emphasized meticulous planning and structured one-on-one sessions to accommodate individualized attention.

2.2 In terms of classroom management: Teachers stressed the importance of experience in understanding and managing students’ behavior over time. They emphasized strategies to reduce tantrums, enforce discipline, and differentiate activities based on individual needs. The integration of technology, such as using downloaded videos, was highlighted as a transformative tool in managing challenging behaviors.

2.3 In terms of teaching strategies: Educators emphasized professional development trainings for staying updated with instructional methods and addressing evolving student needs. They also discussed collaborative efforts to secure additional resources and personalize lessons based on student needs. The differentiation of activities to cater to individual student abilities was a common practice among teachers.

2.4 In terms of parent involvement: Teachers highlighted constant communication as a key strategy. They mentioned creating programs to provide tangible support, such as distributing rice, and using digital communication tools like group chats. The challenges of financial constraints and attendance issues were addressed through proactive approaches, such as finding external stakeholders to support students with transportation expenses.

Overall, the findings underscore the resilience, adaptability, and dedication of special education teachers in coping with the challenges they encounter. The study highlights the importance of communication, collaboration, adaptability, and ongoing learning in creating positive and inclusive learning environments for students with special needs.

THEMATIC FINDINGS

The study at hand generally aimed to draw a definite picture of the challenges and coping mechanisms of special education teachers in the Escalante Central Elementary School and Toboso Central Elementary School for the School Year 2022-2023. The following are the main textural themes found in the interview transcripts.

Themes on Challenges

The field of special education is characterized by its unique set of challenges, and understanding these challenges is crucial for improving educational outcomes for students with diverse learning needs. Through the conducted interview, various themes emerge that shed light on the specific challenges faced by the eight special education (SPED) teachers. These themes, rooted in the findings and results of empirical investigations, offer valuable insights into the complex realities of SPED classrooms. In this discussion, we will explore these themes derived from interview transcripts, providing a comprehensive understanding of the challenges encountered by SPED teachers. By delving into these themes, we can identify areas for targeted support and intervention, ultimately enhancing the quality of education provided to students with special needs.

Table 1. Themes on challenges

Theme 1: Assessed but not appropriate

Special education teachers assess their learners, but the processes and tools often do not meet their developmental and learning needs. Admittedly, no uniform and reliable assessment tools are provided for special education learners. Selecting appropriate assessment tools is crucial as instructional materials play a pivotal role in enhancing the teaching and learning process. Despite challenges, assessments remain crucial for providing students with opportunities to showcase their knowledge, skills, and understanding. Addressing these challenges necessitates specialized teacher training programs and the development of customized assessments tailored to individual learning requirements (Arboiz, 2022; Elhage & Sawilowsky, 2016). The insights underscore the necessity for special education teachers to possess comprehensive knowledge and skills to adequately support learners with diverse needs (Arboiz, 2022).

Theme 2: Administered but not compliant

Special education teachers face challenges in managing learners’ behavior due to insufficient training and overcrowded classrooms. Ineffective classroom management strategies hinder the creation of an inclusive and supportive learning environment. Comprehensive support for teachers, including specialized training and smaller class sizes, is essential to address these challenges. Effective behavior management strategies, coupled with a deep understanding of students’ individual needs, play a pivotal role in fostering a conducive learning environment (Karabiyik et al., 2021; Oliver & Reschly, 2010).

Theme 3: Applied but not adequate

Special education teachers play a vital role in creating an inclusive learning environment but face challenges due to inadequate teaching materials and professional training. Insufficient resources severely hamper the ability to create an effective learning environment for students with special needs. Addressing these deficiencies requires increased budget allocation, provision of essential instructional materials, and specialized training programs for teachers (Allam et al., 2021; Karabiyik et al., 2021).

Theme 4: Attended but not involved

Teachers’ involvement in addressing learners’ needs and problems in school is lacking, highlighting the importance of parental involvement. Lack of parental cooperation poses a challenge for teachers in efficiently handling the behavior of students with learning disabilities. Schools must develop strategies to engage busy parents, as well as those with various commitments. Effective collaboration between parents and schools is crucial to ensuring an optimal educational process (Cheng et al., 2022; Decastro-Ambrosetti & Cho, 2005).

THEMES ON COPING MECHANISMS

The experiences of special education teachers in managing the diverse needs and challenges of their students offer valuable insights into the coping mechanisms they employ to navigate their professional roles effectively. Through qualitative interviews, we have gained rich insights into the themes surrounding coping mechanisms utilized by special education teachers. In this discussion, we will explore these themes based on the findings and results of the interviews conducted with special education teachers. From strategies to manage stress and burnout to techniques for fostering positive classroom environments, these coping mechanisms shed light on the resilience and adaptability of special education teachers in meeting the complex demands of their profession. By examining these themes, we aim to deepen our understanding of the strategies employed by special education teachers to thrive amidst the inherent challenges of their work.

Table 10. Themes on coping mechanisms

Theme 5: Collaborate and design

Collaboration among teachers handling the same group of learners is a key strategy in addressing assessment challenges. Special educators often collaborate with various professionals to enhance educational support and craft dependable assessment tools (Granite State College, 2023). This collaboration involves evaluating a student’s strengths and needs through assessments, interpreting and sharing assessment outcomes regularly with colleagues and families, and creating an educational plan to optimize the student’s progress.

Theme 6: Impose and reinforce

Effective classroom instructional methods and behavior management techniques are crucial for both regular and special education settings. Special education teachers often face challenges in managing the diverse behaviors of learners. Positive reinforcement, such as providing praise or rewards, is a common coping mechanism used by teachers to address behavior issues (Ivy et al., 2017; Rumfola, 2017). Strategies like fostering empathy, adopting a commendatory attitude, and setting aside personal ego are effective in managing students’ behavior (Beaty-O’Ferrall et al., 2010, as cited in Cheng et al., 2022).

Theme 7: Recognize and differentiate

Recognizing the diverse learning needs and styles of learners is crucial in special education. Teachers modify teaching strategies and activities to cater to these diverse needs, employing differentiated instruction across various facets—content, process, product, and learning environment (Jones et al., 2017; Onyishi et al., 2020). Differentiated instruction aims to provide customized teaching that addresses the specific needs of each learner with a disability, creating an inclusive environment where every student has the opportunity to thrive.

Theme 8: Connect and sustain

Collaboration between parents and teachers is vital in special education, contributing significantly to improving child outcomes. Lack of communication and support from parents can impede the learning of special education learners. Establishing rapport and maintaining communication with parents and other Most Knowledgeable Others (MKOs) is essential (Madsen et al., 2022). MKOs, who can provide instructions or model behaviors for a person to learn, play a significant role in ensuring the progress of children in school. Communication between teachers and these MKOs is crucial for facilitating learners’ needs effectively.

Proposed Intervention Program

The findings of the study have prompted the Department of Education to investigate how it can help SPED teachers in schools. Given all the challenges and coping mechanisms of the SPED teachers, a Modular-Based Development Training for Special Education Teachers is designed.

Creating a thriving inclusive learning environment is indeed a multifaceted endeavor that requires collaboration among teachers, administrators, and families. Special education teachers play a crucial role in ensuring that students with disabilities or special needs receive a high-quality education within this inclusive framework. However, the challenges and complexities of the modern educational landscape can impact their performance and effectiveness. It is essential to address these emerging issues and challenges to nurture a community of special education teachers whose competence and dedication exceed expectations.

The proposed modular-based training for special education teachers is designed to prepare and equip them with relevant ideas and insights on managing inclusive schools. Each module is tailored to address specific areas vital for creating and sustaining an inclusive learning environment. For example, Module 1 focuses on developing appropriate assessment practices and tools. It aims to help special education teachers understand and apply the processes of classroom assessment, enabling them to make better decisions for each learner and apply appropriate strategies tailored to their needs.

Module 2, on the other hand, focuses on creating a personalized classroom management system. This module helps teachers establish ground rules that promote respect, empathy, and understanding among students. It also enhances teachers’ communication skills and their ability to adapt teaching methods to meet the needs of learners with disabilities, fostering a positive and inclusive classroom atmosphere.

Module 3, “Recognize and Strategize,” helps special education teachers understand different teaching strategies suitable for learners with special needs. It also addresses different learning styles, ensuring that everyone has an improved opportunity for accessible and engaging learning experiences.

Lastly, Module 4, “Connect and Get Supported,” emphasizes the importance of parents and other stakeholders in the educational journey of learners with special needs. It provides practical skills and tools for special education teachers to implement strategic interventions and programs that foster strong and positive relationships with parents and other stakeholders.

Overall, these modules aim to equip special education teachers with the necessary skills, knowledge, and strategies to effectively manage inclusive classrooms and support the diverse needs of learners with disabilities. By addressing these emerging issues and challenges, we can create a society of special education teachers who are competent, dedicated, and capable of providing high-quality education to all students.

CONCLUSIONS

1. Special education teachers face various issues that challenged them to continue deliver quality education to the learners despite circumstances of the present time.
2. Special education teachers find ways to cope with the demands of their work. The challenges had led teachers to look and apply coping mechanisms and adjustment activities that would help them perform their job well and most importantly deliver quality education.
3. A training-program on special education can be designed as an intervention to address the emerging problems and felt needs of the Special Education teachers to ensure the realization of quality education for the Filipino learners with special educational needs.

RECOMMENDATIONS

The following recommendations are provided based on the findings of the investigation:

1. School administrators may provide special education teachers with essential assistance that would help them respond to the problems or challenges they go through in the educational system. Capacity building seminars, mental health workshops and other interventions may be given to teachers.
2. Through the collaboration of DepEd Training and Development or Research and Development sections, they can develop professional development programs that are geared toward the inclusion of learners with special needs. These programs should also provide teachers with the necessary skills to implement the new MELC curriculum. Inclusive learning materials should be included in the teachers’ initial training courses.
3. Many teachers handling special education classes aren’t qualified to provide the necessary support to students with learning disorders. Therefore, the education department should recruit more trained individuals. Those who are not certified should undergo professional development or in-service trainings.
4. Teachers who are the front runners of the education system and thus who experience the same identified challenges and coping mechanisms in the study may learn from the findings of the investigation.
5. As teachers go through a lot of difficulties in handling learners with special educational needs, parents who are their constant partners in education may give teachers appropriate help and understanding in achieving a common goal for schoolchildren – quality education. They may strengthen their collaboration with teachers through PTA (Parents-Teachers Association), and other school organizations that involve teachers, parents, and other stakeholders.
6. Teachers’ families who serve as their constant ally in life may recognize that their love, presence, and utmost understanding may lessen the amount of burden that teachers have to carry in this most difficult plight.
7. In the future, research related to this field should also be conducted in various settings and sites so that it can examine how innovations can affect the achievement of pupils with special needs.

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Table 1. Challenges in terms of assessment

Table 2. Challenges in terms of classroom management

Table 3. Challenges in terms of teaching strategies

Table 4. Challenges in terms of parent involvement

Table 5. Coping mechanisms in terms of assessment

Table 6. Coping mechanisms in terms of classroom management

Table 7. Coping mechanisms in terms of teaching strategies

Table 8. Coping mechanisms in terms of parent involvement

Table 9. Themes on challenges

Table 10. Themes on coping mechanisms

TRAINING DESIGN MATRIX

Prepared and proposed by:

ORDEQUITO P. LUMACTOD, JR