The Lived Experiences of Special Education Teachers on Art Integration in Teaching Literacy to Learners with Special Needs

Abstract

This phenomenological study explored the lived experiences of special education teachers integrating art into literacy instruction for learners with special needs at Queens Row Elementary School. The research aimed to understand how creative, multisensory strategies enhance literacy development and classroom engagement. Using a qualitative design, data were collected through semi-structured interviews and focus group discussions with five special education teachers. Thematic analysis identified key patterns in instructional practices, challenges, and insights. Findings revealed that integrating visual arts, music, dance movement, and multimedia supported phonemic awareness, vocabulary growth, and reading comprehension. Teachers observed that multisensory and visual strategies increased learner engagement, improved memory retention, and encouraged creative expression. Challenges included sensory sensitivities, limited resources, and inconsistent support from families. Educators addressed these issues through differentiated instruction and routine-based strategies. The study concludes that art integration offers a transformative, inclusive approach to literacy instruction, fostering cognitive, emotional, and behavioral development in learners with special needs. It recommends increased institutional support, ongoing professional development for teachers, and multidisciplinary collaboration to sustain effective and inclusive literacy practices.