Playing to Teach: SPED Teachers' Experiences in Using Physical and Traditional Games in Teaching Learners with Special Needs
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Abstract
Background and Aim: Game-based learning has emerged as a promising pedagogical approach in special education, yet existing research has largely examined strategies, challenges, coping mechanisms, and support systems as separate lines of inquiry rather than as an interconnected process, particularly within the Philippine SPED context. This study explored the lived experiences of SPED teachers in using physical and traditional games to teach learners with special needs, examining how their strategies, challenges, coping mechanisms, and support systems interrelate in practice.
Materials and Methods: Using a qualitative case study design, this research employed in-depth semi-structured interviews with five SPED teachers from selected schools in District 6, Oroquieta City Division, Philippines. Purposive sampling was used to select participants who had at least one year of experience in special education and actively used game-based instruction, with the sample size guided by the principle of information power and confirmed through the attainment of thematic saturation. Data were analyzed using thematic analysis following Braun and Clarke's six-phase framework.
Results: Four major themes emerged from the analysis: (1) adaptive game implementation strategies, including game modification, multisensory engagement, and differentiated instruction; (2) multifaceted challenges encompassing training gaps, resource constraints, and accessibility barriers; (3) coping mechanisms such as collaborative problem-solving, creative resource utilization, and pedagogical flexibility; and (4) support systems involving peer collaboration, family partnerships, and limited institutional backing. Teachers demonstrated resourcefulness in adapting games to learners' needs, as they described it, despite significant systemic barriers.
Conclusion: SPED teachers in this study employed creative and adaptive strategies to implement physical and traditional games, transforming limited resources into meaningful learning experiences within their specific classroom contexts. However, persistent challenges in training, resources, and institutional support highlight the need for systematic professional development and structured support systems. The study underscores the importance of collaborative partnerships and teacher resilience in sustaining game-based instruction in special education contexts.
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