Handling Learners with Special Educational Needs: The Lived Experiences of ESL Reading Teachers

Abstract

The general objective of this paper is to disclose the lived experiences of the English as a Second Language (ESL) reading teachers of learners with special needs in the mainstream classes. This qualitative research made use of the phenomenological research design and gathered rich data through the in-depth interview. Ten teacher participants were purposely chosen to help answer the research questions. The experiences of the ESL reading teachers handling LSENs were all audio-recorded, coded, and analyzed through thematic analysis. The participants provided both the positive and negative feedback on the reading skills of the Learners with Special educational Needs (LSENs) in the mainstream classes. The actual experiences of teachers, in terms of struggles and difficulties in handling LSENs, gave rise to crucial themes such as: paying special attention to special needs, the importance of parental and school support, conducting a class in a way that all students progress, LSENs have intelligence, reaching out to the LSENs is challenging, and normal classmates can help. On matters of coping mechanisms employed, the following themes were observed: getting help from specialist teachers is a must, undergoing trainings is needed, setting targets is a must, understanding and patience must be observed, using creative strategies, never thinking of quitting, and facing up to the challenge. With regards to the insights shared by the reading teachers to their peers and the whole community, these themes were established: LSENs need special attention and patience, help the LSENs become more independent readers, audio-visual and braille methods help most, other creative approaches are also needed do the extra mile, and give equal opportunities to students.