Lived Experience of Special Education Teachers on Effective Communication for the Families of Learners with Special Educational Needs

Abstract

This study explored the lived experiences of Special Education teachers in communicating with families of learners with special educational needs, focusing on strategies, challenges, and relational processes that influence trust-building. Grounded in the Two-Way Communication Model, a descriptive-phenomenological design was employed to understand how teachers perceive and manage communication in inclusive education settings. Data were collected from thirteen Special Education lead teachers using semi-structured interviews, focus group discussions, questionnaires, and document analysis during the school year 2025-2026. The data were analyzed using the simplified Stevick-Colaizzi-Keen (SCK) method, encompassing bracketing, horizontalizing, clustering, textural/structural descriptions, composite description, and verification to ensure rigor and depth. Findings revealed four key themes in effective communication practices: consistent and transparent communication, active listening and empathy, cultural sensitivity and adaptation, and family involvement and collaboration. Teachers emphasized the importance of regular updates, emotional responsiveness, and culturally responsive strategies in building trust and sustaining engagement with families. They also described their roles as communicators, cultural mediators, and collaborative partners. However, challenges such as language barriers, emotional sensitivity in interactions, and differing parental expectations were identified, requiring adaptive and reflective communication approaches. The study concludes that communication in special education is fundamentally relational and reciprocal, aligning strongly with the Two-Way Communication Model. Strengthening teacher competencies in emotional intelligence, cultural responsiveness, and collaborative practices is recommended to enhance family engagement and improve outcomes for learners with special educational needs.