ABSTRACT
This descriptive-qualitative study determined the teachers’ experiences in the implementation of self-contained classroom as bases for enhancement program in the Schools District of Nueva Valencia North, Nueva Valencia, Guimaras, during the school year 2024-2025. The participants of this study were the eleven (11) SPED teachers from the schools in the District of Nueva Valencia North and South. The purposive sampling method was used in this study. The method applied in this study was phenomenology. According to the findings, the experiences of SPED teachers were stressful, lack of support, and difficult to adjust. As to their challenges, behavioral problem, lack of learning materials, and lack of learning facilities. For their coping strategies, application of different strategies, strong collaboration, and technical assistance. The recommended enhancement program was based on the findings of the study. It is recommended that DepEd officials, school heads, teachers, and parents take time to reflect on their learners from the time they arrive until the time they leave.
Keywords: Teachers’ Experiences, Implementation, Self-Contained Classroom, Enhancement Program
INTRODUCTION
Inclusive education is not limited to policy implementation; rather, it reflects a strong dedication to guaranteeing that every learner, irrespective of ability, has equal opportunities to receive quality education. Within this framework, Special Education (SPED) classrooms play an essential role in meeting the varied and individualized needs of learners with disabilities. Nevertheless, teachers in these settings encounter various challenges that can influence both their teaching effectiveness and the overall learning outcomes of their students.
The evolution of special education in the Philippines has been shaped by key legislative measures that have guided its advancement. Early efforts to safeguard the rights of children with disabilities can be traced to 1935 through Articles 356 and 259 of Commonwealth Act No. 3203, which affirmed every child’s right to physical, moral, and intellectual development and underscored the government’s duty to protect and promote these rights.
Studies suggest that the success of SPED programs is largely influenced by teachers’ professional experience, skill sets, and the level of support they receive. Florian and Spratt (2023) emphasized that inclusive education is most effective when teachers have access to professional development and institutional backing. Similarly, Forlin (2020) pointed out that teachers' attitudes and preparedness greatly influence the success of SPED implementation. Studies by Sharma, Loreman et al, & Forlin (2022) suggest that ongoing training and exposure to inclusive practices boost teachers' confidence and ability to handle diverse learners.
In the Schools Division of Guimaras, teachers frequently face challenges such as limited specialized training, inadequate instructional materials, and difficulties in managing student behavior. Additionally, they are tasked with developing individualized learning plans to ensure that each student receives support tailored to their specific needs.
The study seeks to examine the experiences of teachers managing SPED classes in selected centers in the Schools Division of Guimaras during the 2024–2025 school year.
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