Lived Experiences of Special Education Teachers on Adaptive Instructional Materials and Assistive Technologies for Learners with Disabilities in Public Elementary School in Bacoor City, Cavite

Abstract

Policies for inclusive education in the Philippines are evolving, but special education classrooms show that there are still tensions between policy intent and what happens in classrooms. Special educators in public schools in Bacoor City, Cavite, operate in contexts characterized by limited resources, more varied learners, and uneven access to learning, instructional, and adapted materials, as well as assistive technology. This phenomenological study explored the lived experiences of special education teachers in these circumstances as they promote the educational development of disabled learners. The main instrument used was in-depth interviews with six Special Education (SPED) teachers. Thematic analysis was used to surface shared meanings across the different accounts. The findings indicate that adaptive instructional materials and assistive technologies do not function merely as additional support; rather, they are fundamental conditions that shape learner engagement, agency, and participation. Based on the stories teachers told, this study identified the following patterns in teachers’ experiences: access and support, teacher-made inclusion, sustainability challenges, sensory responsiveness, and collaborative practices. The findings revealed some key challenges such as limited resources, self-funding the production of materials, and a limited institutional response. Participants also described context-sensitive strategies and relational practices that maintained inclusive learning despite the systemic limitations. The Messias Colaizzi-Derived Framework of Inclusive Instructional Adaptation, which demonstrates how teacher agency, contextual realities, and adaptive practices interact to sustain inclusive learning environments despite structural restrictions, was established by the study based on these lived experiences. Overall, the results show that meaningful inclusion is implemented through teachers' professional responsiveness and adaptive judgment in classroom settings rather than being exclusively dependent on legislation provision. The study has implications for the Philippines' implementation of inclusive education policy, teacher support systems, and resource planning.