THE LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING LEARNERS WITH SPECIAL NEEDS IN INCLUSIVE PUBLIC SCHOOL

Angelie Caparida, Sheryll Balbanida, Pinky Blaiza Rohde, Rosalie Cabo, Matilde Sanchez, Niňa Rozanne Delos Reyes, Ann Frances Cabigon, Reylan Capuno, Raymond Espina, Marjorie Aṅero, Lilibeth Pinili

Abstract


This study explored the lived experiences of receiving general education teachers handling learners with special needs at Maglambing Integrated School, Surigao del Sur, during the school year 2025–2026 as a basis for implications for practice. Specifically, it examined teachers’ experiences, challenges, coping mechanisms, and professional support needs in inclusive classrooms. The study employed a qualitative research design using phenomenological inquiry, guided by Creswell (2018). Fifteen teachers participated in the study, and data were collected through in-depth interviews and analyzed using thematic analysis. The findings revealed that teachers experienced significant difficulty in adapting to inclusive education, particularly in modifying instruction, managing increased workload, and coping with emotional strain. Despite these challenges, teachers found fulfillment through learners’ progress, emotional connection, and professional growth, which reshaped their roles as inclusive educators. Teachers also encountered persistent barriers, including constant instructional material modification, lack of training, limited resources, absence of appropriate assessment tools, communication difficulties, classroom management issues, large class sizes, and insufficient institutional support. To cope, teachers relied on collegial support, structured routines, interactive teaching approaches, and a positive professional mindset. Furthermore, teachers emphasized the need for intensive training, adequate instructional resources, stakeholder collaboration, and learner-centered assessment systems. Therefore, inclusive teaching was characterized by both struggle and fulfillment, requiring continuous adaptation and resilience. The study recommends the implementation of intensive training programs to enhance teachers’ capability in handling learners with special needs.

Keywords


lived experiences, receiving general education teachers, inclusive education, qualitative, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6736

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