Bachelor of Elementary Education, Cordova Public College
Student Research
Non-SPED teachers’ experiences handling physically challenged students reveal their strategies, challenges, and commitment to inclusive education. This study investigates the experiences of non-SPED teachers at Cordova Central Elementary School in supporting physically challenged students. It examines how they deliver instruction, assess learning progress, and implement monitoring and feedback strategies. The study also explores their teaching methods, encountered challenges, and coping mechanisms. Adopting a qualitative phenomenological approach, data were collected from seven non-SPED teachers across various grade levels through open-ended, in-depth interviews. Thematic analysis revealed that teachers employ instructional adaptations, differentiated instruction, assistive technologies, peer tutoring, and multi-sensory approaches to meet students' diverse needs. Despite their dedication, teachers face challenges such as limited accessibility, insufficient resources, time constraints, and difficulties in tracking learning outcomes. They cope by maximizing available resources, modifying instruction, collaborating with specialists, and adapting classroom environments. Findings show that while non-SPED teachers are committed to inclusive education, they need additional support, professional training, and resources to address the needs of physically challenged students effectively. Their practices align with the Universal Design for Learning (UDL) and Inclusive Education Theory. The study recommends peer support programs, enhanced assistive technology integration, increased administrative backing, continuous professional development, improved classroom management, and stronger parental involvement to improve teaching effectiveness and student outcomes.
Non-SPED Teachers, Experiences, Physically Challenged Students
Cordova Public College
[1] A. R. L. ARGAWANON et al., “NON-SPED TEACHERS’ EXPERIENCES IN HANDLING PHYSICALLY CHALLENGED STUDENTS,” unpublished student research, Cordova Public College, 2025.
