Asian Journal of Education and Social Studies

The global shift toward inclusive education has emphasized the importance of providing equitable and high-quality learning opportunities for all learners, particularly those with special educational needs (SEN). This study explored the lived experiences of six public school teachers in self-contained classrooms to inform the development of an Applied Behavior Analysis (ABA)-embedded curriculum. Using a qualitative phenomenological design, data were collected through semi-structured interviews and analyzed following Clark and Braun’s thematic analysis framework. Findings revealed that teachers employ highly individualized and structured instructional practices, integrating behavior-based strategies such as positive reinforcement, task analysis, and prompting within daily routines. These strategies, while effective, were often applied informally and depended largely on teachers’ experience and adaptive problem-solving skills. Participants identified key challenges including diverse learner needs, behavioral complexities, limited instructional materials, insufficient training in ABA, and time constraints. Facilitating factors such as peer collaboration, administrative support, and prior professional experience were found to enhance teachers’ capacity to implement behavior-based strategies effectively. Importantly, teachers emphasized the need for a structured ABA-embedded curriculum that integrates reinforcement techniques, step-by-step instructional guides, and data-based monitoring tools aligned with learners’ individualized goals. The study underscores that grounding curriculum development in teachers’ practical experiences can bridge the gap between theory and classroom practice, promoting consistency, enhancing skill acquisition, and improving inclusive and special education outcomes. These insights provide a foundation for designing teacher-centered, evidence-informed instructional frameworks for learners with SEN.