Demystifying the Lived Experiences of Teachers as Stewards of Learners in Handling Learners with Special Educational Needs in an Inclusive Classroom A Phenomenology

Abstract

This qualitative study employed specifically a phenomenological design to gain an in-depth understanding of the lived experiences of the public-school teachers handling learners with disabilities in an inclusive classroom. These teachers were chosen purposively and qualified in the inclusion and exclusion criteria set to become my participants for the in-depth interview (IDI) and focus group discussion (FGD). Thematic analysis was utilized to extract the essential themes from the responses of the participants. From the lived experiences of the teachers in the classroom, three essential themes emerged such as keeping informed of ongoing societal issues and problems, realizing the moral obligation of the teaching profession towards learners, and being concerned with the holistic development of the learner. On coping mechanisms of teachers handling learners with disability in an inclusive classroom, the themes included practicing psychosocial, moral, and religious support and provision of organized development programs for teachers and learners. While on the insights shared by the teachers dealing with the learners, two themes surfaced such as teachers as role models for the youth and upholding a sense of accountability.