Lived Experiences of Physical Education Teachers Handling Students with Special Needs
DOI:
https://doi.org/10.69569/jip.2025.125Keywords:
Inclusive education, Physical education teachers, Students with special needsAbstract
This study explored the lived experiences of Physical Education (PE) teachers handling students with Special Needs. It utilized Colaizzi’s phenomenological approach and a purposive sampling technique in identifying the seven (7) PE teachers from public and private schools. It also used a face-to-face interview with the participants in their respective schools to collect data. The study revealed four emergent themes: confronting training shortages, transformative commitment to inclusive and equitable education, relational support, and disparity in access to diagnostic and medical services. Teachers often cited communication challenges with LSENs, lack of appropriate inclusive resources and facilities, and insufficient training and expertise. Despite these challenges, teachers’ adaptability through implementing individualized strategies demonstrates their commitment to inclusive education. Furthermore, the study’s findings highlighted the need for teacher training, resource allocation, and policy implementation to address inclusive education disparities.
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