Teaching in an Inclusive Classroom: Journey of General Education Teachers
Keywords:
Perception, Challenges, Success, Collaboration, ImpactAbstract
Ensuring equal access to quality education for all students, regardless of their abilities or backgrounds, underscores the significance of inclusive education. Among the pivotal figures in this endeavor are general education teachers, who wield considerable influence over the educational journeys of a diverse student body. Yet, there exists a notable gap in understanding the perspectives, obstacles, and methodologies employed by these educators within inclusive environments. This qualitative inquiry delves into the firsthand experiences of general education teachers operating within inclusive classrooms, employing a descriptive phenomenological research approach at Mayamot Elementary School in Antipolo City, Rizal. The study identifies five overarching themes: perception, challenges, adeptness in accommodating diverse students, collaborative efforts and training, and the ramifications of being a general education teacher in an inclusive classroom environment. Educators encounter various hurdles in managing diverse classrooms, necessitating traits such as resilience, continuous self-improvement, and addressing behavioral and learning impediments. Despite these obstacles, teachers underscore the importance of patience, accountability, and effective time management. Noteworthy strides have been made by adept inclusive educators in navigating diverse classroom dynamics, offering personalized support to students with varying needs, fostering engagement, and facilitating progress towards individualized learning objectives. Success in inclusive education manifests diversely, with an emphasis on tailored approaches and favorable outcomes for students with distinct requirements. These narratives underscore the transformative influence of dedicated teachers who champion the ideals of inclusive education, empowering each student to realize their fullest potential.
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