Barriers to Effective Teaching: Teachers’ Experiences in Overcrowded Non-Graded Special Education Classrooms in Oroquieta City Central Elementary School

Abstract

This study looked at the barriers that Special Education (SPED) teachers face when teaching in overcrowded, non-graded classrooms at Oroquieta City Central Elementary School. A qualitative case study design guided the work, and the data came from semi-structured interviews with SPED teachers. We asked how these teachers go about their instruction, what makes their work hard, and how they cope with large groups of learners whose needs vary widely. Thematic analysis showed that crowding made it difficult to individualize lessons, keep behavior in check, give each child enough attention, and put suitable strategies into practice. Teachers also pointed to cramped rooms, scarce materials, a heavy workload, and too little time. Even so, they kept finding ways to carry on: they adjusted activities, put the learners with the greatest need first, made use of whatever resources were at hand, and relied on classroom management routines to keep learning going. The findings underline the need for enough teaching staff, suitable classrooms, adequate instructional materials, and dependable administrative support. We recommend that schools strengthen their support systems and resources so that SPED instruction can be both effective and inclusive.