Supporting Learners with Difficulty and Special Needs: An Inclusive Classroom Reflection of English Teachers

Abstract

The study explored the realities of English teachers in supporting the difficulty and unique needs of learners in a private institution. The participants of this study were the eight (8) English teachers of Jireh Mission Academy, INC. The findings revealed the challenges English teachers face in helping learners with special needs; three themes emerged from the participants' responses: parental denials, lack of teacher training, and peers’ social acceptance. Meanwhile, in coping with the challenges of delivering instructions to learners with difficulties and unique needs in an English class, three themes emerged from the participants' responses: giving differentiated instruction for academic achievement, removing social prejudice, and collaborating with colleagues. Without proper resources, students with disabilities were often at a disadvantage in the classroom. Whether feeling overwhelmed, overstimulated, or completely lost, students' needs were not always accommodated, making it difficult for them to coexist with their classmates. Lastly, regarding the educational insight from the experiences of English teachers, three themes emerged from the participants' responses: establishing a conducive classroom climate, providing facilities and appropriate instructions, and engaging in effective professional development. These themes implied that with the move from a divided general education/unique education model to a unified inclusion system, the most successful educators would be those who work together and share resources and expertise to meet all students' needs in any way possible.