Invisible Expertise: How Filipino Special Education Teachers Leverage Philippine Training to meet United States of America Inclusive Education Demands
Keywords:
Filipino Special Education teachers; Philippine training, invisible expertise, professional identity, qualitative phenomenological design, United States of AmericaAbstract
This study explored how Filipino Special Education (SPED) teachers used expertise developed through Philippine training to meet the demands of inclusive education in public schools in the United States of America. Using a qualitative phenomenological design, the study involved nine (9) Filipino Special Education teachers selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed thematically. Before data collection, experts in qualitative research, special education, and inclusive education reviewed the interview guide for clarity, relevance, comprehensiveness, and alignment with the study objectives. Their recommendations were incorporated, and the guide was pilot tested to assess the clarity, sequence, and appropriateness of its questions. Five forms of Philippine-developed expertise emerged: differentiated instruction, behavior management, resourcefulness, learner-centeredness, and professional growth. Participants described adapting these strengths as they learned school procedures, Individualized Education Program (IEP) documentation, data-based practices, and professional expectations. Some experienced initial under recognition of their expertise, followed by greater recognition through demonstrated competence. Philippine training continued to shape their professional identity and confidence. Participants also described multidisciplinary collaboration and identified orientation, mentorship, and professional development as useful transition supports. The output of the study was a proposed action plan for Filipino Special Education teachers entering inclusive public schools in the United States of America. It outlines activities for recognizing Philippine-developed expertise, learning district procedures, strengthening professional confidence, supporting multidisciplinary collaboration, and providing sustained orientation, mentorship, and professional development. The plan includes suggested responsibilities, time frames, and ways to monitor implementation.
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