Lived Experiences of English Teachers in Teaching Learners with Special Education Needs

• Author(s): Debbie Denise Golla ; Geraldine A. Santos
• Paper ID: 1704368
• Page: 4-14
• Published Date: 01-05-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 6 Issue 11 May-2023

Abstract

Learners with special education needs are the forlorn students of the society. Nowadays, teachers of the LSENs need to be equipped with the right tools to target their learning needs and take at hand the lived experiences of LSEN teachers are most vital in maintaining a good ecology of learning and second language acquisition. The researcher aims to know the objectives, teaching styles, and strategies that best fit these learners. Still, other students need specialized instruction because of specific learning disabilities. The over-representation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English. Students learning English are disadvantaged by inadequate assessment instruments and a lack of personnel trained to conduct linguistically and culturally relevant educational assessments (Valdes & Figueroa, 1996). English language learners who need special education services are further disadvantaged by the shortage of special educators trained to simultaneously address their language- and disability-related needs. Improving students’ academic performance from non-English backgrounds requires a focus on preventing failure and early intervention for struggling learners. Language programs must have the support of principals, teachers, parents, and the community. School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994; Krashen, 1991; Thomas & Collier, 1997). Language development should be the shared responsibility of all teachers, not only those in bilingual and ESL classes. This research study aims to describe and know the lived experiences of LSEN’s teachers in teaching English. This study also extracts the teachers’ most effective teaching strategies in the Sped classroom.

Keywords

Forlorn Students, Learners with Special Education Needs, Lived Experiences Teaching Strategies, The LSENs Program, and Second Language Acquisition

Citations

IRE Journals:
Debbie Denise Golla , Geraldine A. Santos "Lived Experiences of English Teachers in Teaching Learners with Special Education Needs" Iconic Research And Engineering Journals Volume 6 Issue 11 2023 Page 4-14

IEEE:
Debbie Denise Golla , Geraldine A. Santos "Lived Experiences of English Teachers in Teaching Learners with Special Education Needs" Iconic Research And Engineering Journals, 6(11)