Hearts of Inclusion: Lived Experiences of SNED Teachers Empowering Diverse Learners

Abstract

This qualitative phenomenological study explored the lived experiences of Special Needs Education (SNED) teachers in empowering diverse learners within inclusive classrooms during School Year 2025–2026. Specifically, the study examined teachers’ instructional strategies, the challenges they encountered, their coping mechanisms, and the support systems available to them. Using transcendental phenomenology, five SNED teachers participated in semi-structured interviews to share their experiences. Findings revealed that teachers demonstrated strong commitment, empathy, and adaptability in addressing diverse learner needs. They employed differentiated and learner-centered strategies such as visual aids, hands-on activities, individualized support, and flexible teaching approaches. Major challenges included limited resources, behavioral management issues, and large class sizes. To cope, teachers relied on patience, reflective practices, adaptive strategies, and support from colleagues and administrators. Collaboration, emotional regulation, and continuous professional learning were emphasized as essential in sustaining effective teaching practices. Support systems from colleagues, administrators, and the school community were identified as crucial, though participants noted the need for additional training, assistive technology, teaching assistants, and stronger stakeholder collaboration. Based on these findings, a professional development program was proposed focusing on differentiated instruction, behavior management, assistive technology integration, collaborative teaching, teacher wellness, and strengthened institutional support.