EXPLORING THE EXPERIENCES OF ELEMENTARY TEACHERS IN HANDLING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN AN INCLUSIVE EDUCATION SETTING
Keywords:
Children with Special Educational Needs, Experiences of Teachers, Inclusive Education, Phenomenological Research, Cebu City, PhilippinesAbstract
This study explored the experiences of elementary teachers in handling children with special educational needs at San Nicolas Elementary School, Cebu City, Philippines, in practicing inclusive education for School Year 2023–2024, using a descriptive phenomenological research design. The participants were eleven elementary teachers handling children with special needs and specializing in various subjects in inclusive settings. Insights revealed robust support for inclusive practices, emphasizing the full participation of all students, especially those with special educational needs, through strategies such as individualized sessions and diverse teaching strategies and methods. Challenges, including behavioral issues and inadequate resources, hindered inclusive education; nevertheless, proactive measures such as early interventions and advocacy initiatives were evident and positively influenced teaching practices. The conclusions stress the need for robust support structures and tailored programs, highlighting the challenges of managing diverse behaviors and the necessity of continuous professional development. The teaching strategies identified emerged as pivotal tools in fostering inclusivity across diverse educational settings. Recommendations therefore advocate continuous professional development, increased resources, collaboration, individualized support plans, advocacy, evaluation, policy review, and innovative research to enhance inclusivity in educational environments.
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