I.

GUIDE QUESTIONNAIRE

1. How does being a special education teacher impact your life?

- It was challenging, considering that I am a graduate of bachelor of

elementary education, at first, I was hesitant, I am hesitant with the rule

to become a special education assigned teacher. As I enter the

teacher 1, I met many learners with this kind of needs so its like, it

really changes your perspective because before I were hesitant. I was

scared asking why they’re like that, maybe I’ll get sick because they

are uncontrollable. Their needs are very specialized and you must be

aware with what kind of impact will your teaching bring to the learners

and it must be calculated from their needs, The rules must be specific

especially the steps by step because every disability has different kind

of attack. I was very hesitant before but as I learn to love SPED, learn

to love this kind of children The impact in my life made me understand

more clearly the individuality that everyone that you will face whether

they are normal or not have a chance to become more even being

pulled back by their disabilities. Socializing with them helps a lot with

their socialization skills and also me as a SPED teacher and coming

with this specialization, I became exposed and more open to different

kind of disabilities of that people have in their lives.

2.) How do you feel about your role and contributions to the education system, as

well and the recognition and support you receive from your peers and

supervisors?

- Actually, in the province of Sultan Kudarat, Isulan central school SPED

center is one of the recognized school SPED centers in the Philippines

from a total of 207 schools in the whole. In regards with the

contribution, somehow, I feel it is fulfilled since I have been in service

for a period of 10 years of serving DepEd. I believe that I already have

contributed something for the SPED program as in the whole sped

program. At the same time, I was also able to develop something. I

myself is a writer of a hearing-impaired workbook, it was finished last

month and finished a year-round to create and develop and soon for

finalization and hopefully next month my work will get released. The

workbook is like, something that we can call a legacy for myself. In the

whole Philippines, I will be one of the people publishing a workbook for

hearing impaired. For my current role, I am currently handling transition

program, each teacher here in the facility have their own specialization.

One for the blind, of for the hearing impaired, one for the mobility and

one for the autism. You will see different sides of difficulties since we

have handling for it, I am handling transition program for sped and this

program is actually for the age 15 and above and they get enrolled

here on my handling. So, what’s the difference? They are acceptable

here in my care and I mostly teach them self-help skills, skills that are
 developed on how to survive in the daily living, how to be dependent,

how to live life and also be able to find a job despite of their disabilities.

3.) What are the challenges you faced as a special education teacher in Sultan

Kudarat?

- When it comes to facing challenges, particularly in my line of work, one

of the hurdles I've encountered and continue to confront is the diverse

spectrum of disabilities we encounter. Each disability is unique and

requires a tailored approach for effective support. While it may be

challenging to become an expert in every type of disability, it is

essential to have a foundational understanding of each. Imagine

encountering a situation where you're unsure how to handle a specific

disability; having a fundamental grasp of the basics, such as basic sign

language, can be invaluable. This knowledge can serve as a bridge to

communication and understanding, even when dealing with unfamiliar

conditions. In our Special Education (Sped) program, we are fortunate

to have a responsible approach to budget management. The support

from parents in this regard is commendable, as they recognize the

importance of allocating funds to ensure the success of our students

with disabilities. This financial stability significantly eases our ability to

provide essential services. However, it's important to note that not all

students may have the means to undergo formal assessments to

determine their specific disabilities. We still accept them to be enrolled

 in this establishment. In such cases, we still strive to be inclusive and

provide assistance. Through careful observation of signs and

manifestations, while not a substitute for a formal diagnosis, we can at

least provide parents with valuable insights into their child's behaviors

and challenges. When a child being enrolled is eventually assessed,

our ability to cater to their needs becomes more precise. We can tailor

our approach based on the specific disability, ensuring that we employ

the most effective strategies and interventions to support their growth

and development.

4.) What strategies and coping mechanisms do you utilize to deal with these

challenges?

- We undergo training that includes not only skill development but also

the creation of a school-based qualifications checklist. This checklist is

an essential tool that helps us gauge and track the progress of our

students with disabilities. The support from the Department of

Education (DepEd) in terms of seminars and resources for teacher

training is invaluable. It equips us with the knowledge and strategies

needed to provide quality education to children with diverse needs.

Speaking of strategies, one of the challenges we encounter is the

adjustment period. Working in Special Education (Sped) demands a

unique approach, and sometimes it takes time to fine-tune our

methods. To address this, we've developed a comprehensive checklist

tailored to the specific needs of each child. This checklist not only

serves as a guide for teachers but also as a form of ongoing research.

We do our best efforts to provide the best education for our learners.

While it can be a demanding task, the rewards are immeasurable.

Every small achievement feels like a significant victory. For instance,

witnessing a child write the letter "A" by the end of the school year is a

remarkable accomplishment. It may seem trivial to some, but for these

students, it's a functional skill that can greatly impact their daily lives.

Our approach is characterized by tempered expectations. We

understand that progress in Sped education can sometimes be slow,

but it's the consistency that matters. Each step forward, no matter how

small, is a step towards a brighter future for our students. It's about

empowering them with skills that are not only academically valuable

but also practical in their daily routines. For instance, teaching a child

to fold their own clothes might seem like a simple task, but for them, it's

a significant positive result. The dedication and hard work that go into

Sped education are truly commendable. It's a field that requires

continuous learning, adaptability, and a deep sense of fulfillment.

Despite the challenges, the progress we witness in our students' lives

is a testament to the importance of our work.

5. What areas of special education do you perceive need improvement to

promote good working conditions, professional development

opportunities, and overall job satisfaction of special education

teachers?

- First and foremost, one of the key areas that demand enhancement is

the development of curriculum guides tailored specifically to different

types of disabilities. Currently, I work within a transition program that

possesses its own curriculum guide. However, this guide is not

comprehensive, and there are gaps in its coverage. At times, we find

ourselves having to rely on kindergarten-level curriculum as a

makeshift foundation for instruction. This makeshift approach isn't

ideal, as it falls short of addressing the diverse and unique needs of

our students with disabilities. In contrast, in regular classrooms, the K

to 12 curriculum is readily available and provides a structured

framework for teaching various subjects and topics. The challenge we

face in the realm of special education is the absence of a standardized

curriculum that can serve as a solid basis and guide for teachers. This

calls for the development of curriculum guides that can be specifically

tailored to the individual requirements of students with different

disabilities. What makes this task particularly challenging is the fact

that there is no one-size-fits-all approach in special education. Each

child presents a unique set of needs and challenges, making it

imperative that our instructional materials and strategies can adapt

accordingly. This endeavor is a continuous work in progress, and it has

been identified as a priority by the Department of Education (DepEd).

To further support teachers in addressing these unique needs, there is

a pressing need for more comprehensive and accessible seminars and

professional development opportunities. Unfortunately, the current

model of sending one teacher to attend a seminar often proves

insufficient. To overcome this limitation, we are exploring innovative

methods, such as an "echo" system. In this system, teachers who have

attended seminars can disseminate their newfound knowledge and

expertise to their fellow educators. This collaborative approach aims to

bridge the knowledge gap and ensure that all teachers have access to

valuable training. Nevertheless, implementing these improvements

does come with its own set of challenges. Resources are often limited,

and there is a shortage of qualified professionals, such as doctors, who

can provide the necessary assessments for students with disabilities.

This shortage leads to delays and backlogs, hindering our ability to

promptly provide the vital support these students require. Moreover,

educators are frequently stretched thin with their busy schedules,

leaving them with limited time for professional development activities.

While we acknowledge the challenges and constraints, our unwavering

dedication to improving curriculum guides, expanding training

opportunities, and addressing assessment needs signifies our

determination to ensure that every child, regardless of their abilities,

 has equitable access to a quality education. The path ahead may be

arduous, but it is marked by progress and a commitment to making a

meaningful difference in the lives of these students.

6. If you could describe your experience as special education teacher in one sentence,

what would it be?

- You know, teaching in special education has been quite the journey for

me. It's a path filled with deep meaning and undeniable challenges. Let

me tell you why. The meaningful part, well, that's in every interaction,

every class, every single day. When I step into that classroom, I'm not

just a teacher; I'm a guide, a mentor, and a constant learner. Each

moment spent with these incredible students teaches me something

new. It's a unique experience where helping them navigate their

difficulties becomes a two-way learning process. Their progress is my

progress, and that's something truly special. The love I have for these

kids is different, you see. It's not your typical teacher-student bond. It's

something deeper, something that goes beyond obligation. These

students, they're exceptional in every sense of the word. So, it's not

just about ensuring they make progress; it's about ensuring they make

exceptional progress. Those little steps they take might seem

insignificant to some, but for us, they're like conquering mountains. It's

a love born out of celebrating the extraordinary in each of them. But,

let's not sugarcoat it; it's also incredibly challenging. Working with

children who have disabilities demands patience beyond measure. It's

like solving a unique puzzle every day. Their needs are as unique as

they are, and what works for one might not work for another. So, as

teachers, we're constantly adapting, experimenting with different

approaches, and learning from both our successes and our setbacks.

In the end, teaching in special education is not just a job; it's a personal

journey. It's about forming deep connections, celebrating even the

smallest victories, and facing daily challenges with unwavering

determination. It's a reminder that education can truly transform lives,

no matter the obstacles, and I wouldn't trade this experience for

anything in the world.