Quiatchon, Sr. Catherine E. creator Pera, Ma. Elyza Amor B. Razoma, Gracelyn K. text xxu Parañaque City Olivarez College 2024 monographic eng

print

In inclusive learning environments, teachers use a variety of strategies to support children with particular needs. These strategies also include building trust between students and adjusting activities to reflect the different learning styles and abilities. This study aimed to examine the Lived Experiences of Special Education Teachers in Handling Children with Special Needs. Teachers stress the importance of understanding, communication, and cooperation with one another to meet the needs of children with special needs within a comfortable environment. The study uses a qualitative approach, and the researchers used an analysis as part of their research design based on Qualitative Studies. The researchers interviewed ten (10) Special Education Teachers who teach at Paranaque Elementary School-Central and Fourth Estate School in a structured interview style. In this way, the researchers applied thematic analysis, which analyzes common patterns and generates themes that serve as their data outputs. Researchers conclude that to facilitate the learning and development of children with special needs is essential to raise awareness about these unique challenges, engage them in meaningful activities, and provide personalized rewards that promote positive behavior. They also emphasize the importance of prioritizing Teachers{92} well-being, resilience, and self-care to prevent exhaustion and sustain a positive effect on students{92} lives. Sr. Catherine E. Quiatchon, Ma. Elyza Amor B. Peraz, & Gracelyn K. Razoma. Undergraduate thesis. Inclusive Lived experiences Special education teachers Behavior Resilience T 370 2024 0094 OCLRC 260317 20260731013045.0 16815