‘I had to learn on my own’: Intersection of Gender and Disability in Teaching Adapted Physical Education in Philippine Special Education
DOI:
https://doi.org/10.69665/iss.v48i1S.145Keywords:
adapted physical education, women educators, special education, gender, disabilityAbstract
The implementation of Adapted Physical Education (APE) in the Philippines faces significant challenges that are viewed through a gendered lens. The Special Education (SPED) teaching field is predominantly female, and girls with various disabilities face compounded and intersecting barriers to participation. This study explores the lived experiences of female SPED teachers in teaching APE to girls with diverse special educational needs. A phenomenological qualitative design was employed. Five female SPED teachers from the Division of Science City of Muñoz, Nueva Ecija, were selected via total population sampling and participated in in-depth interviews. Data were analysed using thematic analysis. Key findings revealed significant challenges, including a lack of specialised APE training, inadequate facilities, and difficulties in differentiating instruction for a diverse student population. Gender-specific barriers, such as the lack of private changing areas and tailored strategies for engaging girls with varying disabilities, were prominent. Facilitators included administrative support, collaboration with multidisciplinary teams, and teacher resilience, which involved developing adaptive, gender-responsive strategies. The study underscores the urgent need for enhanced professional development focused on gender-responsive pedagogies that address the spectrum of disabilities, improved resource allocation for gender-sensitive and disability-specific facilities, and stronger institutional support. These findings offer critical implications for creating truly equitable and inclusive APE programs that meet the unique needs of all learners, especially girls with various disabilities.
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