Lived Experiences of Teachers Handling Students of Autism Spectrum Disorder in an English Class: Basis for School-Initiated Interventions

Abstract

This study explored the lived experiences of English teachers handling students with Autism Spectrum Disorder (ASD) in inclusive elementary classrooms in the Municipality of Baleno, Masbate. Anchored on Vygotsky's Sociocultural Theory, Universal Design for Learning, Constructivist Learning Theory, and the Phenomenological Approach, the study employed a qualitative phenomenological research design. Data were gathered through validated semi-structured interviews with ten purposively selected English teachers and analyzed using thematic analysis. The findings revealed that teachers initially experienced emotional uncertainty, inadequate preparation, and challenges in managing peer interactions and communication with students with ASD. To address these challenges, they implemented differentiated and multimodal strategies in teaching reading, writing, and comprehension while adapting communication techniques to meet learners' diverse needs. Participants also emphasized the importance of continuous professional development, access to SPED specialists, collaborative planning, contextualized instructional resources, and stronger institutional support to enhance inclusive English education. The study concludes that although teachers demonstrate commitment and adaptability, sustainable inclusive education depends on systematic school support, professional capacity building, and coordinated educational policies. The findings support Sustainable Development Goal (SDG) 4: Quality Education by promoting inclusive and equitable learning opportunities and SDG 10: Reduced Inequalities by strengthening educational access and participation for learners with ASD. Furthermore, the study contributes to educational, institutional, and social sustainability by providing context-specific evidence that can improve teacher preparation, inclusive instructional practices, and school-based support systems for learners with Autism Spectrum Disorder.