A Phenomenological study on the Experiences of SPED Educators

Louisse Vivien S. Lopez123, Danny J. Kho Jr123, Christian O. Lukban123, Kimberly Joy D.
Garcia123, Hannah Vanna P. Latagan123,Franzcheska L. Madamba123, Phoemella Jella M.
Padilla123,Stephnie S. Pascua123, Arianna Zsanelle L. Patagnan123, Kristine Ly M. Merete,RPm1234

1
Basic Education Department

2
Senior Highschool

3
Our Lady of Fatima University

4
Research Adviser

March 2017
A Phenomenological Study on the … 1

Abstract

This research tackled about a SPED education teacher or SPED teacher, the experiences
of SPED educators, how they handle every situation and how they go through it. This study
aimed to achieve greater understanding of the lived experiences as a SPED educator, to know
why they chose this as a profession, what experiences they have encountered as a sped educators
and how it affected their lives. A survey was created containing questions about lived experiences
of SPED educators. A total of five sped teacher from different schools in Marilao, Bulacan were
surveyed. It was determined that it was challenging to be a SPED teacher, they have different
strategies to get the attention of their students and to handle their tantrums.

Keywords: SPED Educators, Lived Experiences

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 2

1.0 Introduction

SPED or Special Education is a practice of educating students with special needs. On the
other hand, educators or teachers have a job in the field of education. They teach students about
certain subjects and they are also instructing on how to write, read and to deal with other people.
They are trained to use different teaching method for their special students, both instructional and
behavioral are properly prepared to educate in diverse learning environment (Baker, 2005). The
lack of qualified special education teachers threatens the quality of education that students with
disabilities receive. Attrition plays a part in the teacher shortage problem and efforts to improve
retention must be informed by an understanding of the factors that contribute to attrition (Smith-
Davis, Burke & Noel, 2004)

SPED educators are always aware to their SPED children. They should also be patient and
has deep understanding when they have tantrums. Developing a qualified workforce and creating
work environments is one of the most important challenges that the SPED Educators encounter
(Smith-Davis, Burke, & Noel, 2004).

Though they are SPED educators, they are also facing other challenges. Determining the
relationship between teacher training and student outcomes is particularly important given the
difficulty schools face in the adequate staffing of special education programs. More than 12
percent of the educators employed, they provide special education services to children ages 6-21
that are not fully certified compared to 10.5 percent of SPED Educators in general education field
(Boe & Cook 2006).They have also difficulties in controlling the attitudes of the students. It is
also hard to find solutions when SPED student blow up. It is uneasy to understand nor predict on
what they want. Sometimes, SPED educators were paranoid maybe because they don’t know if
the student is experiencing unnecessary situation, whether it is normal or not. But mostly, SPED
educators cannot express themselves. They find themselves struggling with changing roles and
often increased responsibilities. The responsibilities of special educators are competing and going
beyond of what is normal or proper are difficult to function effectively in inclusive classrooms
(Billingsley, 2004).

The purpose of this study is to know what experiences they have encountered and we also
aimed how they coped up with the problems that they have experienced as SPED educators. So
that we can get a knowingly answers to produce a good research.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 3

This study served as a guide for the upcoming SPED educators. It also contributed a help
for the parents who have SPED children because they can get knowledge on what they are going
through. SPED educators provided us information regarding to their experiences. For the
researchers, this study gave them points on how educators managed his or her students.

1.1 Statement of the Problem

The researcher aims to achieve a greater understanding of the lived experiences of the
SPED Educators with the following questions:

Research Question 1: What are the lived experiences of teaching, their interaction with
others, and to whom they take courage?

Research Question 2: How can they deal the tantrums of the special children?

Research Question 3: Are they satisfied to educate special children?

2.0 Research Methodology

This chapter describes how the present study was under taken. It consist of the research
method used, the respondents of the study, the gathering procedures, research instrument and
techniques used in this study.

2.1 Research Design

A qualitative phenomenological research was used for this study. The goal of qualitative
phenomenological methodology is to describe a “lived experience” of a phenomenon. As this is a
qualitative analysis of narrative data, methods to analyze its data must be quite different from
more traditional or quantitative methods of research. (Waters, 2000)

2.2 Research Locale

The informants, who participated in this study is located in Marilao, Bulacan. There are
approximately 16 SPED schools in Bulacan both public and private. This offered an opportunity
to look for more possible participants that can passed our criteria needed in the study.

2.3 Research Instrument

This study used our own semi structured questionnaire and audio record. The
questionnaire consisted of the following question that may answer our statement of the problem.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 4

2.4 Sampling Technique

The researchers selected five participants that serve as informants of this research who
happened to have met the following criteria. First, a SPED educator was lived at Marilao,
Bulacan. Second, a SPED educator must have at least 1 year of teaching experience to SPED
children.

2.5 Data Collection

The researchers conducted a one on one interview about their profile, problems that they
encountered. The researchers conducted a semi-structured interview, it was also video recorded.
After the interview the researchers also observed the recordings that has been interpreted and
analyzed.

2.6 Data Analysis

The researchers used the cool and warm analysis. The researchers analyzed and
enumerate the significant statements of the informants and it was grouped and sorted.

2.7 Research Ethics

The researcher's very concern is knowing the lived experiences of the SPED educators
and how will they go through it. The permission to the pursuance of the study is here by sought
out for prevention of encountering any concern of SPED educators during the entire process. The
co-researchers are obliged to follow research ethics in order to construct and ethical research
study. In this study the co-researchers should clarify their responsibilities to know the lived
experiences o the SPED educators on how they will handle it in different approaches. Furtherance
to this, the informed consent contains the purpose of the study, procedure and benefits and the
voluntarily nature of research. The researchers are always free to decline in participating in the
research study. All information entrusted to the researchers is strictly observed and was only used
for the study purposes only.

3.0 Results& Discussion

These are the findings reported by five participants, which comprises of SPED educators.
One on one interview was used to collect information’s from the SPED educators. The gathered
information’s leads to the researcher to attain the results of the SPED educators experiences, the
problems that they encountered and the satisfaction that they get from their profession.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 5

3.1 Problems

Many teachers seem to have the attitude that teacher aides are responsible for providing
academic support for providing academic support for children with special needs and they do not
need to spend much time assisting these children. (MacArthur, et al., 2005)

3.1.1. Different Strategies

They are all have different ways in handling their students. One of them said that when
one of their students is having a tantrums, they isolate it and they will not give what these child
wants. They have their different techniques on how they will going to end the tantrums of the
child.

They gave us some situations on how they handle their students.

“One way you can catch their attention is by the way you dress and by the way you
compose yourself.” – Mr. Inspiration

Today’s teachers are asked to educate ALL students using research-based strategies in
inclusive classrooms. The following review will include three research based instructional
strategies and one teaching model all of which are elements that can increase the success of
students at risk for learning problems. Instructional strategies explored in this review are class-
wide peer tutoring, direct instruction and the behavioral strategy of self-monitoring. The teaching
model is known as co-teaching, a model which is becoming the norm in schools in southeast
Michigan. It is hypothesized that concrete knowledge of research based instructional methods that
can be used in co-teaching situations may reduce rates of teacher frustration and attrition, and will
improve academic and behavioral performance of students in a variety of settings (Martel, 2009).

The educators have different way on how they discipline their students specially the
SPED children have unique personalities.

3.1.1.1 Tantrums

The SPED Educators encountered different attitudes and personalities of their students. A
SPED educator need can’t predict what will happen to their students. They are also struggling
when it comes to their students having a tantrums.

Some of the SPED Educators said that “Ang best way na ginagawa namin ay huwag
pansinin o bigayan muna sila ng time kapag may tantrums sila” (The best way we do when they
have tantrums is ignore them or we will give them time. )-SPED Teacher 4

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 6

Dealing with misbehavior in the classroom can be daunting. Handling all-out tantrums
(e.g., screaming, meltdowns, throwing oneself on the floor) is complicated, and unfortunately
kids in special education classes may be more prone to these outbursts. This is often the case
when the special education placement is due to emotional reasons (Busman, 2014).

3.1.1.2Attention

The general behavioral symptoms include short attention span, impulsivity,

aggressiveness, self-injurious behaviors and temper tantrums (American Psychiatric Association,
2000).

One of our informants said that “More on activities kasi ang ginagamit ko sa kanila para
madali ang pagkuha ng attention nila.” (More on activities because that’s what I am using so I
can easily get their attention.)- SPED Teacher 4

This is important in handling a problem because you should give all your
attention because you don’t know on what they will going to do. A children with disabilities need
more special accommodation so the special educators, must always put attention in each and
every students that they handle.

3.2 Coping Strategies

Teachers would be well-advised to develop strategies to cope with stress in their teaching
positions and personal lives . Research on stress suggests that people have two basic approaches
to cop - ing with stress : active and inactive coping strategies.People who use active coping
strategies are attempting to change the sourc e of stress or themselves. In contrast, persons who
use inactive coping strategies avoid or deny the source of stress . Active coping strategies are
considerably more effective in managing stress (Mary Brownell,2006)

3.2.1 Characteristics

The SPED educators always experience different characters of their students. They study
the background of their special students for them to know what strategies or technique they will
be using to improve their characters.

One of our informants stated that “No child is alike. Assessment the child. The teacher
must observe the child.”–Mr.Inspiration

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 7

It is now absolutely clear that the success of students with disabilities in more inclusive
settings depends on meeting both their academic and social and emotional needs. This, in turn,
requires a school climate that is a psychologically inclusive space where all students better
understand one another, feel safe and supported, have positive relationships, and are more
respectful and accepting of each other (Elias, 2013).

3.2.1.1 Understanding

The most important when you become a SPED teacher is to be understanding. The SPED
educators need to fully understand the children with disabilities. The way they talk, write, play as
well as their different personalities.

One of the informants stated that “Bilang isang SPED educator ay dapat naming
maunawaan ang attitude ng bawat bata” ( first thing they should have as a SPED educator is to
understand each and every attitude of a child.)- SPED Teacher 2

The use of children’s literature is a way to share powerful examples of how we all may or
may not relate to individual differences. This can be especially true for understanding how
disabilities impact the lives of individuals and their families and friends. For pre-service teachers,
exposure to the use of children’s literature about disabilities is an effective instructional tool for
helping students develop empathy and understanding of diversity, but also to inform their own
professional practice as they prepare to meet the individual educational needs of children in their
classrooms as well as in practice (Kurtts & Gavigann, 2008)

3.2.1.2 Patience

A SPED educator always tests their patience because special children need special
accommodations too. They must double or triple their efforts.

One of our informants said that “Pag tinuruan mo sila sa isang bagay, makukuha naman
nila kaso sa susunod na araw, di na naman nila alam kung paano gawin, kaya kailangan araw-
araw ituturo mo nanaman ulit “ ( When we teach them on one thing, they can get it, but on the
other day, they already don’t know on what they are going to do, so we have to teach them
again)– SPED Teacher 3

The educators might get tired of making things again and again, but it’s their pleasure to
do their work and explain to these children on what they have to do. Special educators find
themselves struggling with changing roles and often for increased responsibilities.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 8

Patience is the first thing needed in order to succeed in becoming a special education
teacher. Without patience, children in the class will not be able to be their fullest. Hope is needed
for both the special educator and the children. The special educator needs hope to help the
children and do what is needed for the children, while hope is needed for the children so the
children can succeed and do well in the classroom (Elyse Grossberg, 2011).

3.3 Satisfaction

Satisfaction is the feeling you get when you receive something you wanted, or when you
have done or doing something you wanted to do. As a SPED educator they are very happy when
they see that their students is learning and it has improvements to them.

In measuring Job satisfaction among teachers, usual instruments of measure are not
always ideal because of the unique nature of the job (Astrauskaite, 2011).

3.3.1 Happiness

Most of the SPED educators are satisfied with their chosen job, by being a SPED
teacher. For them, it’s better to be a SPED teacher than to become a regular teacher. They often
described teaching special children as challenging and enjoyable.

Happiness is a combination of how satisfied you are with your life and how you feel on a
day-to-day basis. Both of these are relatively stable-that is, our life changes and our mood
fluctuates, but our general happiness is more genetically determined than anything else. (Acacia
Parks,PhD, 2015).

One of the informants stated that “Of course, satisfied. What we do in life would based on
what makes us happy. It’s unquantifiable.” – Mr. Inspiration

The SPED teacher applied to a lot of schools but the first school who called me was a
SPED school. It is an opportunity to teach SPED children for the SPED teacher 2. And the rest,
the four informants, it is the job that they want. They are happy in teaching SPED children even it
is challenging.

3.3.1.2 Appreciate

The SPED educators satisfaction that they get as a SPED teachers is the appreciation
from the parents as a teacher of a child with special ability is not easy so that it’s big thing from

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 9

them that the parents appreciate their big efforts and they are enough to be recognize. They
appreciate even a small little things that their students is learning from them.

“ Kapag nagpapasalamat yung mga magulang ng estudyante namin, yun na yung reward
namin” (When the parents of our students giving thanks to us, we consider that as a reward)-
SPED Teacher 4.

The most rewarding part of her job are the moments when pupils make a breakthrough.
These breakthrough moments are especially sweet for both teachers and students as they know
firsthand the hard work and heartache that went into the achievement. (Erstad, 2015). Their
happiness is when the parents of their children is giving thanks to them and appreciate their
efforts.

4.0 Conclusion

Special education is a practice of educating student with special accommodations. An

educator or a teacher, they have a job in educating students.

The SPED educators encountered a lot of experiences that tests their patience. As a SPED
educator they had to have more patience and understanding. Without patience, children with
disabilities in the class will not be able to be at their fullest. But, even if you have patience if you
don’t understand your students it is useless.

A lot of their students had a self-esteem issues and they had unique personalities. The
participants have stated some situations of their unpredictable experiences that test their patience
because of the students different personalities.

At first, it is quite different for them to educate the SPED children because they need to
research the background of the children. They have many adjustments especially some of them
special education is not connected to their course. For themevery day is challenging because they
cannot predict what will happen the next day unlike to the regular students.

In spite of it, they really feel relieved and it strengthens them when the parents of SPED
children share about the improvements of their child. As a SPED teacher, they have the
responsibilities to educate the SPED children and to have an understanding manner.

They chose to be a SPED educator because they have the passion to teach those students that
have disabilities. They love to explore the everyday life as an educator because every day is

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 10

challenging to them. Some of them did not expect that in the future they would educate SPED
children.

At first SPED educators, had a hard time to teach the SPED children but as the time goes by,
they enjoy their work. Even though they had many adjustments because they really pursue to help
the SPED children and their parents. The SPED educators have the same goals as a teacher of
regular children. They want to them to learn, to achieve their dreams and to survive their daily
lives.

In Special children it is unavoidable to have tantrums especially they have unique

personalities. Every day they have different moods so as a special educator they have to care and
let the children feel that they are important.

At first, the SPED educators must know the background of SPED children. The SPED
educators stated some solutions that they did when their students had tantrums, they ignore them
and they give them time and space then wait until they realize that they must cooperate. In
addition, the SPED educators let the SPED children do what they want. The teachers will not
force them to follow. As SPED educators, they help each other when their SPED students had
tantrums and they are motivating each other.

As special educators, it is very hard to teach children with disabilities but as the days goes by they
are being passionate because of the everyday experiences and they know they will cherish it
forever. They said it makes them happy when they received a lot of good comments from the
parents and of course when they feel that all of their efforts are much appreciated.

SPED educator realized that they can and they made it to teach Sped children even it is hard
to them at first. They do not regret to be a SPED educator because they are helping the society
and for them it is not about the salary they received it is about how they love their students and
the school.

To be a Special educator is challenging. It really tests their personalities. In spite of it with the
help of the parents of the SPED children, the teachers strengthens because of the situations of the
family having a child with disabilities. It makes them more inspire to their job. They inspire us to
be a teacher. To work hard for those SPED children that they want to give them hope.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

A Phenomenological Study on the … 11

Recommendation

For the future researcher, Special Educator is the one who teach those children with
disabilities. Based on our study handling this kind of children with a unique personality approach
is difficult compare to the regular one. Being calm all the time is a must because you need to
understand them in order to have the courage to be more patient. But this special educator prefer
to stick with this kind of children because they are satisfied with the progress they see with this
children. It was a great opportunity listening to those inspiring SPED teacher's encounter on how
they start teaching and what satisfies them the most. You can see the satisfaction in their eyes and
how willing they are to give and to do everything and anything just for the children to listen and
to learn. The courage to teach them until they know it because unlike the regular children you can
teach them once then it's fine but in this children once isn't enough so you must teach them
repeatedly until they got it.

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

References

Blanton, L. P., Pugach, M. C., & Boveda, M. (2014). Teacher education reform initiatives and
special education: Convergence, divergence, and missed opportunities (Document No.
LS-3). Retrieved from University of Florida, Collaboration for Effective Educator,
Development, Accountability, and Reform Center website:
http://ceedar.education.ufl.edu/tools/literature-syntheses/

Katsafanas, Jodi, D. (2006) The roles and Responsibilities of Special Education Teachers

Gore, Kimberly C., (2008) A qualitative study of factors that influence the retention of highly
qualified special education teachers. ETD Collection for AUC Robert W. Woodruff
Library. Paper 11.

Odom, Samuel L. et al (2002) Research in Special Education: Scientific Methods and Evidence-
based practices

Martel, Heather A., Effective Strategies for General and Special Education Teachers (2009).
Senior Honors Theses. Paper 210.

Feng, Li & Sass Tim, R. (2010) What Makes Special Education Teachers Special? Teacher
Training and Achievement of Students with Disabilities

Malagar, Matt C. et al (2016) A Phenomenological Study of SPED Student Teachers Assigned in

Non-SPED Classrooms: Basis for Curriculum Enhancement
Brownell, Mary (2006) Coping with Stress in the Special Education Classroom Can Individual
Teachers More Effectively Manage Stress?

Elias, Maurice J. (2013) Special Education: Promoting More Inclusion at your School

Ford, Jeremy (2013) Educating Students with Learning Disabilities in Inclusive Classrooms
 SPED
Educators

Coping
Problems Satisfaction
Strategies

Characteristics Different Happiness

Strategies

Understanding Patience Appreciate

Tantrums Attention

LEGEND:
PHENOMENON

MAJOR THEME

MINOR THEME

SUB THEME