Assessment Strategies of Teachers for Learners with Special Educational Needs in a Regular Classroom: A Phenomenological Inquiry
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Abstract
This qualitative-phenomenological inquiry explored the lived experiences of teachers in the assessment strategies for LSEN in a regular classroom in Tagum District. The purpose of this study was to explore and understand the lived experiences of teachers on the assessment strategies for LSEN in a regular classroom and how they face the challenges encountered. Thirteen (13) teachers participated in the in-depth interview and focus group discussion. They were selected using the snowball sampling method. The results revealed the participants’ lived experiences, which include the use of differentiated assessments, employing individualized instruction and sense of fulfillment and satisfaction. There are also chief issues emerged in the study namely: difficulty in handling undesirable behaviors, communication problems and lack of training. To address the challenges encountered, they mentioned five ways: collaboration and support, positive attitude and motivation; acceptance, continuous education and modification of assessment. They also cited insights they can share to others: additional proper training for teachers, more assessment tools and materials, background profiling and lessen the number of students in the general education classroom. The result of the study implies that varied assessment strategies should be employed to address the unique needs of LSEN. Assessing and handling both regular, and LSEN is quite challenging for the participants. Hence, the findings suggest using varied assessment to meet the unique needs of the students, send teachers to trainings specifically in assessing LSEN.