Colors of Inclusion: Exploring the Challenges of Teachers, Learners and Stakeholders on the Innovative Art Program

Abstract

The purpose of this study was to explore how innovative art programs promoted inclusion in schools, focusing on the Elementary School for the Arts in Apopong District, General Santos City. A qualitative research design using a multiple case approach was employed to examine the lived experiences of 6 purposively selected participants involved in program implementation. Five major challenges emerged: lack of resources and materials, limited stakeholder support, difficulty in adjusting to teaching methods, and time constraints. To address these challenges, participants adopted coping strategies such as seeking support from others, teacher engagement, technology utilization, and collaboration. Furthermore, key insights included self-focus, the importance of collaboration and support, perseverance, and positive thinking. The study offers practical contributions by providing evidence-based strategies to sustain art programs in resource-limited contexts and supports inclusive education, while also enriching existing literature with localized insights for future research on sustainable educational practices. The study implies that schools should strengthen support for inclusive art programs through adequate resources, collaboration, and creative learning strategies.