Exploring The Perspectives and Challenges of Elementary Teachers in an Inclusive Program

This phenomenological study explored the perspectives, practices, and challenges of 10 Public Elementary teachers in Parañaque City in implementing inclusive education, highlighting both their commitment and the systemic barriers they faced. Drawing from semi-structured interview responses, the research revealed that while teachers valued inclusion for its social, emotional, and ethical benefits, they struggled with time constraints, limited resources, and the complexity of addressing diverse learning needs. To accommodate learners with disabilities, teachers employed differentiated instruction, multi-sensory strategies, and collaborative approaches, often relying on peer support and self-reflection. However, the lack of specialized materials, assistive technologies, and professional development opportunities hampered effective implementation. In response, the study proposed a comprehensive framework on Strengthening Inclusive Education in Elementary Classrooms that emphasized four core components: curriculum and instructional adaptation, resource provision, teacher capacity building, and collaboration and support systems. When applied cohesively, these elements fostered inclusive school cultures, enhanced learner engagement, and empowered teachers to meet the needs of all learners. The findings underscore the urgent need for systemic support and targeted training to transform inclusive education from policy into practice.