Understanding Non-Specialist Teachers' Experiences of Teaching Children with Special Needs: a Phenomenological Study

Document Type : Original Article

Authors

1 hD candidate in Educational administration, University of Kurdistan, Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran

3 Bachelor’s graduate in Education of Children with Special Needs.

Abstract

This study proposed to reveal the experiences of these non-specialist teachers in schools for children with special needs in Kurdistan Province. The study population consisted of all non-specialist teachers working in special needs schools in the province. Among them, fifteen teachers who lacked formal education in special needs instruction and had at least one year of teaching experience were selected as the sample through purposive criterion sampling. This research was conducted using a phenomenological approach, and data were collected through semi-structured interviews with the purposively selected teachers. Data analysis was carried out using Colaizzi’s method and MAXQDA software, through which the main and sub-themes related to the teachers’ experiences were extracted. The findings indicated that non-specialist teachers rely on personal resilience, individual adaptability, and efforts to understand and recognize the characteristics of children in order to cope with the teaching environment. Individual–motivational factors and interactions with families and parents also play a significant role in shaping their attitudes and emotions. Meanwhile, the teachers face various challenges in structural–organizational aspects, teacher preparation and training, and the characteristics of students and the learning process, all of which influence their work experiences. The study shows that the employment of non-specialist teachers in schools for children with special needs often results from staff shortages, and addressing this issue requires fundamental decisions at the administrative level. Furthermore, providing essential training courses before assigning non-specialist individuals can improve teaching quality and support these teachers.

Keywords

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History

  • Receive Date: 12 November 2025
  • Revise Date: 06 December 2025
  • Accept Date: 07 January 2026
  • First Publish Date: 20 February 2026
  • Publish Date: 20 February 2026

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