A Qualitative Study of the Experience of Special Education Teachers in the Non-academic Setting With People With Disabilities

Abstract

The current study looked to understand the lived experience of special education teachers who work with children and young adults with disabilities in a non-academic setting (NAS). The study explored relationships between the learning experience and the teachers' self-efficacy in the setting. The experience of pre-service and in-service special education teachers (PISET) working with people with disabilities in a recreational setting related to their self-efficacy has not been explored in prior studies. A qualitative phenomenological approach was used to interview special education teachers working in these settings. The non-academic setting was defined as an experience where the focus of the interaction was not aligned with a learning goal but social and recreational. Research indicates a need for observational experience through community-learning experiences and an environment for teachers free of the pressures of academic burden. This suggests that the non-academic setting may be a significantly undervalued environment of exploration in special education research. The study evaluated themes and relationships between the experience and preparation for work in the classroom. The study discusses what this may mean for undergraduate teacher preparatory programs, suggestions for future research, and limitations of the study.