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Abstract
This study explores the experiences of J1 visa teachers working in U.S. schools, particularly those instructing special needs students. Through a phenomenological design, it examines the unique challenges and benefits encountered by these educators, including cultural adaptation, classroom management, and professional development. In-depth interviews revealed that while J1 teachers contribute significant cultural and educational diversity, they face obstacles related to language barriers, differing student behaviors, and limited support from school administrations. The study highlights the resilience and adaptability of J1 educators, who manage these challenges through resourcefulness and strong commitment. Findings suggest that enhanced orientation, mentoring, and ongoing support systems could improve the teaching experiences of J1 educators, enabling them to make more impactful contributions within U.S. classrooms and to bring valuable insights back to their home countries. The research underscores the mutual benefits of cultural exchange programs like the J1 visa, as well as the need for targeted improvements to support international teachers’ success. https://doi.org/10.30070/wjher.4.4
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30070/wjher.4.4 Pages: 202-224Published: 11-10-2024Published: 1-2024(c) 2024 Lucille Echavez, Cecilia Elena De Los Reyes, Lilibeth Pinili, Marjorie Añero Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteEchavez, L., De Los Reyes, C.E., Pinili, L., Añero, M. (2024). The Lived Experiences of Exchange Cultural Special Education Teachers in The Usa. World Journal on Education and Humanities Research, 4(4), 202-224. https://doi.org/10.30070/wjher.4.4

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Final Submission Date: 10th October 2024
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