Lived experiences of music teachers in teaching students with visual impairment

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dc.contributor.authorDocayso, Edita M.
dc.date.accessioned2026-09-12T02:46:37Z
dc.date.available2026-09-12T02:46:37Z
dc.date.issued2025-10
dc.descriptionAbstract Only
dc.description.abstractThis qualitative phenomenological study examined the lived experiences of four tertiary music teachers who had taught students with visual impairments. Data were collected through in-depth interviews to capture the teachers' perspectives and meaning-making processes. Analysis of the narratives revealed three major thematic areas: Successes, Challenges, and Solutions. Findings indicate that teachers derive a profound sense of fulfillment and accomplishment from witnessing the meaningful progress of their visually impaired students. At the same time, they encounter considerable obstacles in delivering instruction, primarily due to pedagogical challenges and the inadequacy of infrastructure and assistive technologies. The study further highlights the teachers’ recognition of the need for sustained professional development and institutional support. In particular, they emphasize the importance of collaboration, targeted training, and the establishment of an inclusive learning environment to enhance the quality and equity of music education for students with visual impairments.
dc.identifier.citationDocayso, E.M. (2025). Lived experiences of music teachers in teaching students with visual impairment. [Unpublished Master's Thesis]. Don Mariano Marcos Memorial State University – South La Union Campus, Agoo, La Union. Lakasa ti Sirib, DMMMSU Institutional Repository.
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2529
dc.language.isoen
dc.publisherDon Mariano Marcos Memorial State University - South La Union Campus
dc.sdgSDG 10
dc.titleLived experiences of music teachers in teaching students with visual impairment
dc.typeThesis
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