This study aimed to describe the lived experiences of the receiving teachers who are currently handling learners with disabilities in a self-contained classroom. A qualitative phenomenological research was utilized wherein the goal of this research was to describe a "lived experience" of a phenomenon wherein ten (10) research participants were selected using a purposive sampling procedure. Thematic content was used to analyze transcripts from the interview before inductively derived codes were formulated. This study revealed that these receiving teachers have had significant challenges in handling their learners with disabilities. These teachers learned to perceive challenging situations as opportunities to look for a silver lining. They may have experienced hurdles along the way, but through this study, it was revealed that through seeking assistance from colleagues and not being afraid of asking questions, they were able to cope with the situations. Despite the hurdles that they went through, they have gained beautiful insights, especially in terms of making sure the children’s unrealized potential will soon be realized. The findings of this study have opened doors for various directions and future studies in exploring the experiences in other aspects. It is interesting to explore the level of effectiveness in terms of the instruction that the learners with disabilities receive from a teacher who is not a graduate of BEED-SpEd in comparison to a student directly receiving instruction from a BEED-SpEd graduate.

 

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