Jul 2026· QualiSearch Journal of Educational Research and Practice· 0 citations· 4 references
Abstract
This phenomenological study explored how teachers, students with special needs, and parents experienced and responded to social inequalities within inclusive education. Conducted in selected schools in Laguna, Philippines, during March–April 2026, the study involved five teachers, two students, and two parents who had direct experience with mainstreamed or inclusive educational settings. Three focus group discussion sessions were used to generate narratives concerning significant experiences, meanings, and aspirations. The data were examined through Colaizzi’s seven-step phenomenological method, supported by member checking, an audit trail, bracketing, and detailed contextual description. Six interconnected themes emerged: resource and structural gaps; emotional labor and distress; peer dynamics of inclusion and exclusion; teacher adaptation and advocacy; communication barriers; and visions for systemic change. Teachers described overcrowding, inadequate preparation, insufficient specialist support, and the emotional demands of adapting instruction, yet they also demonstrated resilience and advocacy. Students experienced both belonging and exclusion, with visual supports, patient teaching, peer assistance, and basic sign language facilitating participation, while bullying, fast-paced instruction, and the absence of interpreters undermined learning and confidence. Parents carried financial and emotional burdens and became persistent advocates for accommodations, individualized educational support, and their children’s dignity. The essence of the experience was a shared struggle for equity expressed through teacher resilience, student vulnerability and determination, and sustained parental advocacy.
Guided by Bronfenbrenner’s Ecological Systems Theory and Bandura’s Social Cognitive Theory, the study developed an Inclusive Education Support Model integrating classroom support, peer engagement, family–school partnership, and system-level reform.
This study explored the lived experiences of elementary teachers in the Peñaranda District, Peñaranda, Nueva Ecija, in assisting marginalized parents in supporting their children’s education, with emphasis on their experiences, challenges, strategies, and insights for strengthening school-home collaboration. The study was anchored on Epstein’s Framework of School-Family-Community Partnerships, guided by a phenomenological lens, and organized through an Input-Process-Output model. A qualitative phenomenological research design was employed involving 15 elementary teachers selected through purposive sampling based on their direct experience with learners and parents from marginalized families. Data were gathered using a Demographic Profile Form, Semi-Structured Interview Guide, field notes, and observations of teacher-parent interactions and were analyzed through thematic analysis. Findings showed that effective and compassionate communication, parental involvement, and sensitivity to community and cultural contexts were central to supporting marginalized families. Teachers encountered barriers associated with economic hardship, unstable employment, limited educational attainment, inadequate resources, time constraints, limited technology access, language and cultural differences, and insufficient parental support. To address these challenges, teachers used home visits, conferences, phone calls, group chats, flexible schedules, empathetic dialogue, printed learning materials, alternative activities, parent education programs, workshops, guidance sessions, and collaboration with school and community stakeholders. The study concluded that inclusive, flexible, and context-responsive communication and educational support strengthened trust and school-home collaboration. It recommended continued teacher professional development, a year-long parental engagement plan aligned with DepEd policies, stronger collaboration with community stakeholders and government agencies, and innovative strategies for sustained parental engagement. The study aligns with SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals). Its sustainability impact lies in supporting inclusive educational practices, stronger family-school partnerships, responsive institutional interventions, and more equitable learning opportunities for marginalized families.
Mark Angelo G. Padrones· International Journal of Sus...· 0 citations
This study investigates the lived experiences of elementary teachers engaged in inclusive classrooms, focusing on their work with learners with special needs. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with teachers from selected schools in the Philippines, aiming to capture the richness and complexity of their day-to-day professional experiences. The findings reveal that teachers face multifaceted challenges, including limited formal training in special education, inadequate instructional and assistive resources, large and heterogeneous class sizes, and difficulties in meeting the diverse cognitive, social, and emotional needs of learners. Despite these obstacles, participants demonstrated considerable resilience, resourcefulness, and creativity by implementing adaptive instructional strategies, individualized learning plans, peer support mechanisms, and flexible pedagogical approaches tailored to learners’ unique abilities and readiness levels. Moreover, teachers employed coping strategies that involved collaborative problem-solving with colleagues, proactive engagement with parents, reflective practice, and continuous professional development, highlighting the importance of social and institutional support in sustaining inclusive practices. The study emphasizes that the effectiveness of inclusive education depends not solely on policy mandates but also on teacher preparedness, systemic institutional backing, and active collaboration among all stakeholders, including school leaders, families, and support networks. These findings underscore the critical role of teachers as central agents in translating inclusion policies into meaningful classroom practice while also pointing to the necessity of comprehensive professional development, resource allocation, and supportive school structures to optimize learning outcomes for learners with special needs. Ultimately, this research contributes to a nuanced understanding of inclusive education in practice and offers implications for policy, training, and school-level interventions.
Novelyn B. Humilde· International journal of res...· 0 citations
This qualitative phenomenological study explored the lived experiences of Special Needs Education (SNED) teachers in empowering diverse learners within inclusive classrooms during School Year 2025–2026. Specifically, the study examined teachers’ instructional strategies, the challenges they encountered, their coping mechanisms, and the support systems available to them. Using transcendental phenomenology, five SNED teachers participated in semi-structured interviews to share their experiences. Findings revealed that teachers demonstrated strong commitment, empathy, and adaptability in addressing diverse learner needs. They employed differentiated and learner-centered strategies such as visual aids, hands-on activities, individualized support, and flexible teaching approaches. Major challenges included limited resources, behavioral management issues, and large class sizes. To cope, teachers relied on patience, reflective practices, adaptive strategies, and support from colleagues and administrators. Collaboration, emotional regulation, and continuous professional learning were emphasized as essential in sustaining effective teaching practices. Support systems from colleagues, administrators, and the school community were identified as crucial, though participants noted the need for additional training, assistive technology, teaching assistants, and stronger stakeholder collaboration. Based on these findings, a professional development program was proposed focusing on differentiated instruction, behavior management, assistive technology integration, collaborative teaching, teacher wellness, and strengthened institutional support.
Ma. Lucila Benitez-Aborde· Psychology and Education: A...· 0 citations
This study explored the lived experiences of English teachers handling students with Autism Spectrum Disorder (ASD) in inclusive elementary classrooms in the Municipality of Baleno, Masbate. Anchored on Vygotsky's Sociocultural Theory, Universal Design for Learning, Constructivist Learning Theory, and the Phenomenological Approach, the study employed a qualitative phenomenological research design. Data were gathered through validated semi-structured interviews with ten purposively selected English teachers and analyzed using thematic analysis. The findings revealed that teachers initially experienced emotional uncertainty, inadequate preparation, and challenges in managing peer interactions and communication with students with ASD. To address these challenges, they implemented differentiated and multimodal strategies in teaching reading, writing, and comprehension while adapting communication techniques to meet learners' diverse needs. Participants also emphasized the importance of continuous professional development, access to SPED specialists, collaborative planning, contextualized instructional resources, and stronger institutional support to enhance inclusive English education. The study concludes that although teachers demonstrate commitment and adaptability, sustainable inclusive education depends on systematic school support, professional capacity building, and coordinated educational policies. The findings support Sustainable Development Goal (SDG) 4: Quality Education by promoting inclusive and equitable learning opportunities and SDG 10: Reduced Inequalities by strengthening educational access and participation for learners with ASD. Furthermore, the study contributes to educational, institutional, and social sustainability by providing context-specific evidence that can improve teacher preparation, inclusive instructional practices, and school-based support systems for learners with Autism Spectrum Disorder.
Clarissa Cambosa· International Journal of Sus...· 0 citations
This qualitative study explored the stress experiences, coping mechanisms, and support systems of twelve teachers transitioning from regular education to self-contained special education (SPED) classrooms. Semi-structured interviews were conducted with purposively selected teachers who had one month to three years of experience teaching in self-contained SPED classes. The gathered data were analyzed using Braun and Clarke’s six-phase thematic analysis framework. Findings revealed that teachers encountered interconnected contextual, technical, and psychosocial challenges, including inadequate training, heavy documentation workload, instructional uncertainty, behavioral management difficulties, emotional overwhelm, and delayed professional fulfillment. Despite these difficulties, teachers coped through mentorship and collegial support, self-directed learning, emotional adjustment, resilience, and structured classroom practices such as routines, visual supports, and experiential strategies. The findings further revealed that coping was shaped by the interaction of context, competence, and support systems, consistent with the Coping-Competence-Context Theory of Teacher Stress. Based on these findings, a transition support program was proposed to strengthen teacher preparation, mentoring, emotional support, and professional development for teachers transitioning into self-contained SPED classrooms.
Charmaigne P. Lucas· Journal of Exceptional Multi...· 0 citations
This study examined the lived experiences of kindergarten teachers in managing pupils' behavior in District 10, Ozamiz City Division during the School Year 2025-2026. It aimed to identify common behavioral challenges encountered in kindergarten classrooms, the strategies teachers use to manage these behaviors, their coping mechanisms, and their recommendations for effective behavior management. A qualitative phenomenological research design was employed to capture teachers' firsthand experiences and perspectives. Data were gathered through in-depth, semi-structured interviews with purposively selected kindergarten teachers and analyzed using thematic analysis following the framework of Braun and Clarke. Findings revealed that teachers commonly face challenges such as inattention, hyperactivity, emotional dysregulation, social difficulties, and problems with classroom routines and transitions. Teachers addressed these concerns through preventive classroom management, calm and immediate interventions, and the integration of social-emotional learning. Coping mechanisms included patience, reflective practice, professional commitment, and support from colleagues and school leaders. The study highlights the importance of collaboration, continuous professional development, and adequate resources in promoting positive behavior management in kindergarten classrooms.
Guenie M. Mintalar, Denmark S. Macalisang· Journal of Educational Resea...· 0 citations
