EXPERIENCES OF SCIENCE TEACHERS IN TEACHING SCIENCE CONCEPTS TO LEARNERS WITH DISABILITIES: A PHENOMENOLOGICAL INQUIRY

This qualitative phenomenological study aimed to explore the lived experiences and coping mechanisms of Science teachers teaching Science concepts to learners with disabilities.Furthermore, the strategies and their insights delved deeper.Seven participants underwent in-depth interviews and seven for focus group discussions.They were Junior High School teachers from the Schools Division of Davao del Norte.The analysis of the data was done using thematic analysis.Their experiences were described in four main themes including experiencing instructional difficulty, adapting teaching and instructional strategies, implementing differentiated instruction, and struggling to sustain student engagement.The participants came up with coping mechanisms such as seeking support from others, engaging in professional development and collaborating with parents.Subsequently, three themes for the strategies utilized by Science teachers namely using animated video-based instruction, utilizing interactive learning activities, and practicing instructional adaptability.Moreover, the study identified five important themes as their insights into teaching science concepts to learners with disabilities such as understanding learners' behavior and individual profile, foster supportive and encouraging learning environment, develop creativity and resourcefulness, utilize relevant learning instructions, and strengthening patience and giving learners time.