Special education (SPED) teachers encounter issues with student behaviors, particularly when their students are unsatisfied with their education. Understanding the student’s impairment and establishing coping techniques can help them control their behavior. This study analyzes the experiences of special education teachers in Koronadal City, South Cotabato. This study used the Transcendental Phenomenological Method and interviews. A thematic analysis revealed the importance of fulfillment, overcoming challenges, professional progress, and support networks in building an inclusive learning environment. Emphasized also is the call for collaboration, advocacy, and innovation for a comprehensive learning environment. Teachers are committed to building acceptance and accommodation within the community as the foundation of an inclusive education system. It is recommended to develop comprehensive programs, collaboration, teacher-student relationships, and a safe learning environment to enrich special education. Anti-stigma efforts must be introduced to modify societal prejudice, giving SPED learners the opportunities to be independent and develop life skills intended for employment.

Keywords: Special Education (SPED), Special Education Learners, Special Education Teachers, Lived Experiences, Inclusivity.

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