Teaching Students with Special Needs: Filipino Teachers’ Experiences in San Jose, California
Abstract
This study was designed to investigate the Filipino teachers' experiences teaching students with special needs in San Jose, California. It utilized a phenomenological-qualitative research design. Following the qualifications set, five (5) Filipino special education teachers willingly participated in the in-depth interview. In collecting the data, the fundamental moral standards relevant to the ethics of research involving human subjects were observed during the study. Furthermore, the data collected were subjected to thematic analysis to meet the objectives set in this study. The findings of the thematic analysis revealed that the experiences of Filipino special education teachers teaching students with special needs resulted in the development of four (4) major themes with distinct subthemes. The major themes include special education teachers' roles and responsibilities, effective teaching strategies, challenges faced by teachers, and coping mechanisms. Insights gained from the researcher's study include working efficiently, challenging yet rewarding, accepting every student as they are, being thankful for the support, and doing what you love to do in order to thrive as a special education teacher. Based on the outcome of the study, the Model for Triumphant 21st Century Teachers was proposed. Filipino teachers or prospective teachers who wish to work as special education teachers in the United States should be equipped with essential skills, knowledge, experience, and attitudes toward working with special education students to thrive in the US school systems. It is critical that all teachers have ongoing and consistent opportunities to learn from one another. Ongoing professional development keeps teachers up to date on new research on how children learn, emerging classroom technological tools, new curriculum resources, workshops, and seminars on relevant Special Education topics.
References
References
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Haines, S. J., Francis, G. L., Mueller, T. G., Chiu, C. Y., Burke, M. M., Kyzar, K., & Turnbull, A. P. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion.
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Kebbi, M. (2018). Stress and Coping Strategies used by Special Education and General Classroom Teachers. International Journal of Special Education. Vol.33, No.1, 2018.
Keenan B. (2017). Challenging Student Behavior: Moving From the Boot to the Root. Retrieved May 2, 2022, from https://www.edutopia.org/discussion/challenging-student-behavior- moving-boot-root
Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching.
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Klibthong, S., & Agbenyega, J. S. (2018). Exploring professional knowing, being, and becoming through Inclusive Pedagogical Approach in Action (IPAA) framework. Australian Journal of Teacher Education.
Kukey, E., Gunes, H., & Genc, Z. (2019). Experiences of Classroom Teachers on the Use of Hands-On Material and Educational Software in Math Education. World Journal onEducational Technology: Current Issues.
Kurt, F., & Yavuz, F. (2018). An adaptation of traditional Turkish educational games to the teaching of vocabulary in EFL environment. International Journal of New Trends in Social Sciences.
LaBarbera, R. (2017). A comparison of teacher and caregiver perspectives of collaboration in the education of students with autism spectrum disorders. Teacher Education Quarterly.
LD Online (2021). Retrieved November 28, 2021, from http://www.ldonline.org/features/idea2004
Legislative Analyst’s Office Report (2019). Overview of Special Education in California. Retrieved November 15, 2021, from https://lao.ca.gov/Publications/Report/4110
Lindqvist, H., Thornberg, R., & Lindqvist, G. (2020). Experiences of a dual system: motivation for teachers to study special education. European Journal of Special Needs Education.
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Published
2023-07-30
How to Cite
E. DAPUDONG, Suraida; C. SIY JR., Benjamin.
Teaching Students with Special Needs: Filipino Teachers’ Experiences in San Jose, California.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 5, n. 2, p. 297-316, july 2023.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/23382>. Date accessed: 26 mar. 2025.
Section
Articles
