“Elementary Teachers’ Live Experiences in Teaching Learners with Special Needs in Inclusive Classrooms”

Abstract

This study investigates the lived experiences of elementary teachers engaged in inclusive classrooms, focusing on their work with learners with special needs. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with teachers from selected schools in the Philippines, aiming to capture the richness and complexity of their day-to-day professional experiences. The findings reveal that teachers face multifaceted challenges, including limited formal training in special education, inadequate instructional and assistive resources, large and heterogeneous class sizes, and difficulties in meeting the diverse cognitive, social, and emotional needs of learners. Despite these obstacles, participants demonstrated considerable resilience, resourcefulness, and creativity by implementing adaptive instructional strategies, individualized learning plans, peer support mechanisms, and flexible pedagogical approaches tailored to learners’ unique abilities and readiness levels. Moreover, teachers employed coping strategies that involved collaborative problem-solving with colleagues, proactive engagement with parents, reflective practice, and continuous professional development, highlighting the importance of social and institutional support in sustaining inclusive practices. The study emphasizes that the effectiveness of inclusive education depends not solely on policy mandates but also on teacher preparedness, systemic institutional backing, and active collaboration among all stakeholders, including school leaders, families, and support networks. These findings underscore the critical role of teachers as central agents in translating inclusion policies into meaningful classroom practice while also pointing to the necessity of comprehensive professional development, resource allocation, and supportive school structures to optimize learning outcomes for learners with special needs. Ultimately, this research contributes to a nuanced understanding of inclusive education in practice and offers implications for policy, training, and school-level interventions.