Lived Experiences of SNEd Teachers in Providing Early Intervention Through Holistic and Therapeutic Approaches: A Phenomenological Study

Abstract

This phenomenological study explored the lived experiences of Special Needs Education (SNEd) teachers in providing early intervention to learners with disabilities through holistic and therapeutic approaches in selected public elementary schools in Rizal. It examined how teachers identified and prioritized skill areas, set goals and objectives, planned and guided skill development, and adapted classroom practices to address diverse and individualized needs. Eight purposively selected SNEd teachers participated in in-depth, semi-structured interviews. The interviews were audio-recorded with consent, transcribed verbatim, and analyzed through a phenomenological thematic approach that identified significant statements, meaning units, and themes representing common and essential aspects of the participants’ experiences. The findings show that teachers relied on continuous classroom observation, informal assessment, learner records, and collaboration with parents to identify developmental needs. Functional communication, attention, behavior regulation, social interaction, and independence were commonly prioritized before or alongside academic competencies. Teachers set individualized and realistic goals, used step-by-step and differentiated instruction, and adapted routines and activities in response to learner progress. They incorporated visual supports, structured routines, positive reinforcement, movement, play, sensory breaks, and other teacher-adapted practices informed by holistic and therapeutic principles. Participants also experienced barriers involving limited assessment tools, insufficient specialized training, diverse learner needs, time constraints, inadequate instructional and sensory resources, inconsistent attendance, and varying family support. The study concludes that responsive early intervention depends on continuous assessment, individualized planning, flexible instruction, collaboration, reflection, and stronger institutional support. The findings served as the basis for a proposed Capacity-Building and Responsive Early Intervention Enhancement Plan.