Author
Glecy Rose C. Limen
Adventist University of the Philippines
Cavite, Philippines
Email: caagbay_r@yahoo.com
Abstract
This study explored the lived experiences of seven (7) Chinese English primary school teachers in handling students with special needs (SEN) through a narrative research design. By collecting and analyzing rich personal accounts from teachers, the research aimed to understand the strategies, challenges, and emotional journeys involved in inclusive teaching. The findings revealed key themes, including the use of calming and de-escalation strategies, sensitivity to environmental and emotional triggers, differentiated instruction, and the significance of building positive teacher-student relationships. Teachers also emphasized the role of collaboration with colleagues and families, as well as the impact of classroom layout and school infrastructure on their ability to support SEN students effectively. These narratives humanized the complexities of inclusive education within the cultural and institutional context of Chinese primary schools. The study highlights that inclusive education is a shared responsibility that extends beyond individual teachers, requiring systemic support, well-designed learning environments, and strong home-school partnerships. Teachers demonstrated resilience, empathy, and adaptability in navigating the demands of inclusive classrooms, often finding creative solutions despite structural limitations. The results underscore the need for comprehensive professional development, investment in inclusive infrastructure, and unified school-wide strategies to enhance support for SEN students. This research provides valuable insights for policymakers, school leaders, and educators in designing culturally responsive and sustainable approaches to inclusive education in China and similar contexts.
Keywords: Chinese English teachers, special needs, special education, teachers’ narratives
DOI: http://doi.org/10.69651/PIJHSS0501696
Recommended citation:
Limen, G. R. C. (2026). Narratives of Chinese English Teachers in Handling Students with Special Needs. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7638-7649. http://doi.org/10.69651/PIJHSS0501696
Read the full text
References
Dinglasan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44–58.
Dangcolis, R. I. (2025). Influence of the 5E instructional model on students’ language reading motivation and attitudes. Pantao: The International Journal of the Humanities and Social Sciences, 4(4), 6094–6102. https://doi.org/10.69651/PIJHSS0404561
Darling, N. M. (2020). The effect of social and classroom ecological factors on promoting self-determination in elementary school. Preventing School Failure: Alternative Education for Children and Youth, 56(1), 19–28.
Dangan, M. (2024). Motivations and challenges of pre-service special education teachers: A qualitative inquiry. International Journal of Inclusive Education, 30(4), 289–305.
Dreign, J. (2021). Measuring educational engagement, progress, and outcomes for children with special educational needs: A review. Professional Development in Education, 37(4).
Dougn, T. (2022). Supporting special education teachers: A review of professional development practices. Teaching Exceptional Children, 55(1), 43–51.
Fausto, U. (2022). No child left behind: Including those with autism. Autism Society Philippines. http://www.autismsocietyphilippines.org/2010/10/no-child-left-behindincluding-those.html
Faustin, M. (2022). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(1), 3–12.
Huang, F. (2021). The learning process: Major theories and models of learning. Lumen Learning. https://courses.lumenlearning.com/educationalpsychology/chapter/major-theories-and-models-of-learning/
Jamolin, M. (2020). Professional growth trajectories of special education teachers: A longitudinal study. Teaching and Teacher Education, 40(1), 56–67.
Sadia, S. J. (2020). Awareness and attitudes of administrators, special education teachers, and regular teachers towards inclusive education. International Journal of Multidisciplinary Research, 6(1).
Susanto, L., Fabian, K. J., & Libonon, F. R. (2019). Challenges and strengths of special education teachers in rural areas: A comparative analysis. Rural Education Quarterly, 25(3), 167–182.
Thomas, M., Garcia, R., & Martinez, E. (2023). The role of assistive technology in facilitating access to the curriculum for students with disabilities. Technology and Disability, 18(2), 129–145.
Yeung, S. (2022). Application of higher order thinking skills in teaching and learning through communication, spiritual, attitudes, and values components in preschool. Southeast Asia Early Childhood Journal, 7, 24–32.