Lived Experiences of Filipino Special Education Teachers in Implementing Animal-Assisted Therapy for Students with Autism Spectrum Disorder

Abstract

This phenomenological study sought to understand the lived experiences of special education teachers in implementing animal-assisted therapy (AAT) as social-emotional support for students with Autism Spectrum Disorder (ASD). It explored how teachers described and characterized their experiences in integrating AAT into classroom practice, including its influence on instruction, student engagement, and the learning environment. The participants consisted of twelve (12) Filipino international licensed special education teachers under the J-1 Visa Program who were teaching in selected school districts in Arizona, United States. Participants had at least three years of experience implementing AAT with students with ASD and met the inclusion criteria established for the study. Individual in-depth interview was used to gather data from the participants using a standardized interview guide adapted from Shiverdecker (2021). The findings presented in this chapter were derived from the verbatim transcripts of the individual in-depth interviews. The data were analyzed using Giorgi’s descriptive phenomenological method, which involved repeated reading of the participants’ narratives, identification of significant statements and meaning units, formulation of meanings, and synthesis of recurring patterns across the participants’ experiences. Epoche was observed throughout the analytical process to minimize the influence of the researcher’s prior assumptions and allow the participants’ accounts to remain central to the interpretation. The participants’ lived experiences were characterized through three (3) themes. Theme 1, Animal-Assisted Therapy as Relational and Holistic Support for Social-Emotional Development, reflected experiences related to emotional safety and regulation, social communication and peer connection, motivation and meaningful engagement, and purposeful instructional integration. Theme 2, Adaptive, Collaborative, and Safety-Conscious Implementation of Animal-Assisted Therapy, captured individualized and gradual participation, resource and professional preparation constraints, student safety and animal welfare, family and multidisciplinary collaboration, and sustainability through reflection and institutional support. Theme 3, Transformative Professional Meaning and Teacher Growth, reflected student-centered instruction, compassionate and relationship-centered classroom management, and the development of professional identity and renewed purpose.