Exploring the Lived Experiences of Inclusive Learners with Special Educational Needs (LSEN) in Surigao City National High School

Abstract

INTRODUCTION

Special education is the practice of educating students with special educational needs in a way that addresses their individual differences and needs. Ideally, this process involves the individual planes and systematically-monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and their community than what may be available if the student were only given access to a typical classroom education. Schools where these children study should be given special attention and care with the help of teachers and stakeholders. In Surigao City National High School, these LSENs or Learners with Special Educational Needs continue to increase in number from 10 to 17 composing hearing impaired, autistic, intellectual disability, and late development.

METHODS

For this qualitative study, an interview guide was utilized as part of the data collection procedure. This research study followed the phenomenological design which simply asked the LSENs about their experiences with the help of a SPED Focal Person. The questionnaire used contained primary and follow-up questions which asked their experiences as LSENs. The data analysis was done through summarizing the data collected during the research. The answers of the LSEN were recorded, analyzed, and summarized through recursive abstraction.

RESULTS

The results of the analysis of the interview data are presented in this chapter. The themes identified in the data include: (a) being inclusive, (b) using sign language, and (c) social communication.

DISCUSSIONS

This study was an exploration of the lives of mainstreamed Learners with Special Educational Needs (LSENs), their way of communicating with people inside/outside the school's premises, their feelings in participating in various school activities and events, and how everyone can communicate with them effectively. There were participants who experienced social isolation which was far from the aim of inclusive education that is to make learners with special needs "included," both physically and socially in a general academic class. Participants said that they found it hard to communicate since not all people/teachers understand sign language. This study concluded that there should be an additional teacher for the LSENs aside from the regular teacher/adviser.