Out-of-field Teaching: English as SPED Teachers Lived Experiences

Abstract

Out-of-field teaching remains a persistent issue in education, especially when teachers are assigned to teach and support students with disabilities in Special Education (SPED) classrooms without the necessary training or qualifications. This study explores the lived experiences of two out-of-field English teachers in SPED, focusing on the challenges they encounter, their coping strategies, and the impact on their professional development. The research utilized qualitative methods, including semi-structured interviews, to gather data on the challenges, strategies, and support systems that were accessed by the participants. Despite the lack of specialized training, both teachers demonstrated resilience by adapting their teaching strategies and relying on resourcefulness, creativity, and collaboration with SPED experts. Results revealed that a major challenge was adapting lessons to meet the diverse needs of students, compounded by the lack of training in SPED pedagogy. Both participants emphasized the importance of support mechanisms such as professional development programs and collaboration with experienced SPED teachers. Their dedication and perseverance underscore the need for continuous support, targeted training, and adequate resources to enhance teacher performance and improve student outcomes in SPED classrooms. The findings suggest that, with proper support, out-of-field teachers in SPED settings can still make a meaningful impact on student learning. Ultimately, the study highlights the importance of teacher preparation, collaboration, and professional development in fostering inclusive education for students with special needs.