Public Schools Special Education Teachers’ Challenges and Support Systems in Teaching Non-Verbal Learners with Autism Spectrum Disorder

Abstract

In SPED public schools, the SPED teachers encountered overwhelming conditions in delivering quality instructions. The study explored and described the challenges and support systems of SPED teachers in teaching non-verbal learners with autism and provided insights into how these experiences contributed to their professional efficacy and resilience. This study utilized the basic descriptive qualitative research design and employed semi-structured, in-depth individual interviews with nine (9) participants selected through purposive sampling. Thematic data analysis was conducted using recurrent content analysis guided by Creswell to explore the experiences of SPED teachers. The results revealed four (4) major themes related to challenges namely student-related, instructional delivery, teacher-related, and parent-related challenges, while three (3) major themes emerged for support system, including peer support, family support, and restorative self-development. This study provides practical implications for implementing regular feedback, programs, and initiatives that promote a collaborative culture aimed at enhancing teacher competence and student success.