Exploring the Professional Experiences of Teachers in Special Education Institutions: Challenges and Adaptation

Introduction: The student profiles in special education institutions may differ significantly from those in mainstream educational settings. Educators working with students with special needs face unique challenges not commonly experienced by general education teachers. Previous research emphasizes that teaching in special education involves distinct professional experiences and difficulties.Method: This study employed a qualitative research design with a phenomenological approach to explore the professional experiences of special education teachers in depth. The participants included 19 teachers working at a special education institution. Data were collected through semi-structured interviews and analyzed using a thematic analysis. Emerging themes, sub-themes, and codes were identified and interpreted accordingly.Findings: The findings revealed that participants faced multidimensional challenges in the educational process. Students' learning difficulties and deficiencies in basic skills necessitate that teachers to simultaneously fulfill both academic and counseling roles. The diversity of student needs and inadequacies in the physical environment further complicated the instructional process. Limited parental involvement and prevailing societal prejudices also negatively affected teachers’ work. These factors significantly increased teachers’ workload, underscoring the need for additional institutional and emotional support in special education settings.Discussion: This study indicates that the complex challenges faced by teachers cannot be overcome solely through individual effort. Therefore, sustainable and comprehensive interventions are needed at institutional, physical, and societal levels to support teachers' professional roles. The findings are generally consistent with the existing literature and reinforce previously established trends.