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Abstract
This study sought to explore the lived experiences of novice physical education (PE) teachers, particularly in teaching students with disabilities or special needs. Specifically, how they navigate challenges as they teach students with disability. The study utilized a qualitative descriptive phenomenological approach to understand the lived experiences and perspectives of the novice PE teachers in a phenomenon. The participant of this study involves five novice PE teachers who qualified the inclusion criteria and undergone in-depth interview through in person or in virtual platform. The findings reveal the dual nature of teaching students with disabilities, with participants expressing both challenges and reward inherent in this endeavor. Key themes emerge, including the challenges in effective communication, engagement issues, creating adaptive activities, instruction, and teaching strategies. Furthermore, the study highlights the significance of continuous personal and professional development, and the ongoing support from colleagues, administrators, and parents to ensure equitable learning opportunities for the students regardless of their abilities.
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