Abstract

This narrative inquiry study examines how a veteran Special Education teacher working in a multigrade classroom in Negros Occidental has faced professional challenges, as well as the ways he/she has adapted to those challenges. Using semi-structured interviews and classroom observation as data collection methods, the researcher identified three main themes from the teacher’s 17 years of experience: Navigating Complexities of Diverse, Multigrade Instruction; Sustaining Practice Through Adaptive Relational Strategies; and Resilience and Advocacy as the Foundation of Professional Identity. The findings indicate that, in addition to the already high stress of multigrade instruction, managing students with multiple and/or severe disabilities adds another serious level of systemic stress and increases the workload. While this can lead to burnout, this teacher has continued to sustain his/her practice using effective pedagogical innovations such as Dynamic Adaptive Instructional Design (that is, differentiated instruction, Total Communication), as well as peer tutoring (Relational Learning Development). In addition to the findings and recommendations of this research study, specifically regarding the view of resiliency as an external support mechanism, institutions should take steps to provide training to their staff in Mental Health Awareness and Advanced Professional Development, as well as providing Mentorship for all Special Education Practitioners. This will help ensure the Longevity and Sustainability of Special Education Practitioners.