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Presentation, Analysis and Interpretation of Data
This chapter presents analyses and interprets the data on the lived-experiences of SPED teachers teaching learners with difficulty in remembering and concentrating.
Lived Experiences of SpEd Teachers Teaching Learners with DIFREM learners
The lived experiences of SPED teachers teaching DIFREM learners cover the following; Challenges, Coping Mechanisms, and Passion for DIFREM Learners.
This is manifested in Figure 2.
Insert here Figure 2 —major themes.
There were five concepts that came-up in relation to the challenges encountered of SPED teachers in teaching DIFREM learners.
These are Teaching Difficulties, Instructional Materials, Curriculum, SPED Fund, and Training Needs.
Teaching Difficulties. Teaching difficulties are one of the major challenges of SPED teachers in teaching DIFREM learners. Teaching difficulties include teaching academics, utilization of appropriate teaching strategies, behavior management, and training self-help skills.
The participants’ teaching difficulty in academics is manifested in the following statements:
[Teaching DIFREM is not easy … because they have slow comprehension].” -Participant 2 (P2)
It requires me to adopt my teaching to their level].” – P5
The participants’ teaching difficulty in behavior management is manifested in the following statements:
The participants’ teaching difficulty in training for self-help skills is manifested in the following statements:
Almost all SPED teacher participants’ lived experiences were having teaching difficulties in academics, teaching strategies, behavior management, and self-help skills. All SPED teachers expressed difficulty in teaching DIFREM learners.
The participants expressed that DIFREM learners were difficult to handle because the learners were often difficult to teach especially when they were experiencing tantrums; what would be the appropriate teaching strategies to be used when behavior strikes like tantrums. They were not quick to learn the lessons; then, we need to really understand them because they have different, varied learning needs, so sacrifices on our part, are necessary. Moreover, not all of us teachers in terms of qualification are teacher education graduates major in SPED. Though we have learned things when we had availed ourselves of scholarships and have earned master’s units in SPED, yet, our knowledge seems not sufficient as we were only exposed to learning theories of special education. Somehow, teachers really need to demonstrate sacrifices, especially, in letting the children learn through hands-on training strategy.
This was supported by Gatens (2016) that teaching will never be an easy profession. That much we know, but we also know that being a teacher is far more than just a job or a backup plan. And to do it well, they are you’re going to have to be prepared to make sacrifices that stretch beyonds own capacity.
Prinsloo (2001) said that SPED teachers find it hard to deal with DIFREM learners. The SPED teacher’s lack of the necessary knowledge, skills and expertise to understand and assist these learners, causes frustration and difficulty in teaching. These cause serious feelings of inadequacy which disrupts effective teaching and successful learning.
Instructional Materials. Another concept that emerged was instructional materials. This is manifested by the following responses.
Five out of eight participants expressed difficulties related to instructional materials used for teaching DIFREM were also a challenge experienced.
Participants expressed the reasons that instructional materials were a challenged because the government did not provide any appropriate teaching materials needed. They ended by insisting that they would continue to use the local teaching materials they personally made, and personally financed so as to help their learners.
This is supported by the study of Delacruz (2018) that instructional materials were one of the problems that our public school has faced. Because teachers most often come up with their own teaching materials which they can use in teaching the learners, . The DepEd should have provided them with IMs that are appropriate for the DIFREM learners and are ready to be used to ensure an effective teaching-learning event in the classroom.
Another concept that emerged is curriculum, which includes curriculum guide and curriculum structure.
The participants complained about having no curriculum guide specifically for SPED provided by DepEd. This is evident in the following statements:
The participants also expressed their thoughts about the absence of curriculum structure in SPED. This is evident in the following statements:
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