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Published in
Academic Frontiers
More Than Lesson Plans: Stories of ALS Senior High School Teachers Teaching Special Needs Education (SNED) Students
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 16-32, ISSN: 3082-4400, 2025.
Recommended Citation:
Fegarido, J. E., Tangpos, L. S., & Baterbonia, A. R. T. (2025). More Than Lesson Plans: Stories of ALS Senior High School Teachers Teaching Special Needs Education (SNED) Students. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 16–32. https://doi.org/10.5281/zenodo.17894202
Author(s)
Fegarido, Jerick E., Tangpos, Lovelyn S., Baterbonia, Althea Ruth T.
Abstract
This qualitative phenomenological study explores the experiences of Alternative Learning System (ALS) Senior High School teachers in providing inclusive education for Special Needs Education (SNED) students at San Emmanuel National High School. Through in-depth interviews with eight teachers, the study investigates the challenges they face, including limited specialized training, inadequate resources, and communication barriers. It highlights the adaptive strategies teachers employ, such as differentiated instruction, visual aids, and personalized support, to meet the diverse needs of SNED students. The study also examines teachers’ commitment to fostering an inclusive environment, their emotional resilience, and their ongoing efforts to build meaningful connections with students. Findings reveal the need for more specialized training, resources, and support to enhance the teaching experience and improve learning outcomes for SNED students. The study concludes with recommendations for policy adjustments, professional development, and community engagement to strengthen inclusive education within the ALS framework.
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