EXPLORING TEACHERS’ EXPERIENCES WITH LEARNERS WITH SPECIAL NEEDS IN INCLUSIVE CLASSROOMS
DOI:
https://doi.org/10.5281/zenodo.16152958Keywords:
Inclusive education, learners with special educational needs, behavior and classroom management, qualitative phenomenological design, Lapu-Lapu City, CebuAbstract
Inclusive education promotes equal access to quality learning for all, guided by the 1987 Constitution, RA 10533, and RA 11650, which support the inclusion of SEN learners in regular classrooms. This study investigated the challenges experienced by SPED teachers in managing behaviors of learners with special educational needs (LSEN) who were integrated into regular classrooms. A qualitative phenomenological research design was utilized to gather and analyze the experiences and perspectives of the teachers from Lapu-Lapu City Central Elementary Public School in the Division of Lapu-Lapu City. There were sixteen participants in the study chosen utilizing purposive sampling. Through one-on-one interview employing a researcher-made questionnaire, data gathered were analyzed using thematic analysis. The analysis revealed five themes to include managing classroom dynamics, implementing inclusive classroom strategies, addressing behavioral challenges, creating a supportive learning environment, and adapting management approaches to accommodate SEN learners. In managing classroom dynamics, educators employed accessible learning materials, peer collaboration and support, and clear expectations. Classroom management strategies include utilizing supportive and structured strategies, used incentive-based strategies, and observed consistency in implementing classroom routines. Teachers handle behavioral challenges through emotional regulation activities and group engagement. They create a supportive classroom environment through cultivating an inclusive learning environment and by modeling politeness and respect. Finally, Teachers adjust classroom management to meet SEN learners' needs through reward systems and regular parent communication. The study recommends teacher training, stronger parent collaboration, and peer learning that promotes respect and equality. The findings support more inclusive classroom practices. An implication of practice is the output of the study.
Keywords: Inclusive education, learners with special educational needs, behavior and classroom management, qualitative phenomenological design, Lapu-Lapu City, Cebu
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