THE LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING LEARNERS WITH SPECIAL NEEDS IN INCLUSIVE PUBLIC SCHOOL

Autori

  • Angelie Caparida Junior High School Faculty, Don Vicente Rama Memorial National High School, Cebu City, Philippines
  • Sheryll Balbanida Junior High School Faculty, Don Vicente Rama Memorial National High School, Cebu City, Philippines
  • Pinky Blaiza Rohde Special Education Teacher, Betty Fairfax High School, Arizona, USA
  • Rosalie Cabo SPED Resource Teacher, Sunset Hills Elementary School, New Mexico, USA
  • Matilde Sanchez Special Education Teacher, Herman C. Davis Elementary School, Montana, USA
  • Niňa Rozanne Delos Reyes Graduate School Faculty, Cebu Technological University Cebu City, Philippines
  • Ann Frances Cabigon Graduate School Faculty, Cebu Technological University Cebu City, Philippines
  • Reylan Capuno Graduate School Faculty, Cebu Technological University Cebu City, Philippines
  • Raymond Espina Graduate School Faculty, Cebu Technological University Cebu City, Philippines
  • Marjorie Aṅero Graduate School Faculty, Cebu Technological University Cebu City, Philippines
  • Lilibeth Pinili Graduate School Faculty, Cebu Technological University Cebu City, Philippines

DOI:

https://doi.org/10.46827/ejse.v12i4.6736

Parole chiave:

lived experiences, receiving general education teachers, inclusive education, qualitative, Philippines

Abstract

This study explored the lived experiences of receiving general education teachers handling learners with special needs at Maglambing Integrated School, Surigao del Sur, during the school year 2025–2026 as a basis for implications for practice. Specifically, it examined teachers’ experiences, challenges, coping mechanisms, and professional support needs in inclusive classrooms. The study employed a qualitative research design using phenomenological inquiry, guided by Creswell (2018). Fifteen teachers participated in the study, and data were collected through in-depth interviews and analyzed using thematic analysis. The findings revealed that teachers experienced significant difficulty in adapting to inclusive education, particularly in modifying instruction, managing increased workload, and coping with emotional strain. Despite these challenges, teachers found fulfillment through learners’ progress, emotional connection, and professional growth, which reshaped their roles as inclusive educators. Teachers also encountered persistent barriers, including constant instructional material modification, lack of training, limited resources, absence of appropriate assessment tools, communication difficulties, classroom management issues, large class sizes, and insufficient institutional support. To cope, teachers relied on collegial support, structured routines, interactive teaching approaches, and a positive professional mindset. Furthermore, teachers emphasized the need for intensive training, adequate instructional resources, stakeholder collaboration, and learner-centered assessment systems. Therefore, inclusive teaching was characterized by both struggle and fulfillment, requiring continuous adaptation and resilience. The study recommends the implementation of intensive training programs to enhance teachers’ capability in handling learners with special needs.

Biografie autore

  • Angelie Caparida, Junior High School Faculty, Don Vicente Rama Memorial National High School, Cebu City, Philippines

    Angelie E. Caparida is a Junior High School faculty member at Don Vicente Rama Memorial National High School under the Department of Education, where she currently teaches Grade 10 English. She earned her bachelors and masters degrees in English, as well as a diploma and masters degree in Special Education, reflecting her strong academic foundation in both language education and inclusive teaching practices. As an educator and researcher, Caparida is committed to promoting effective English language instruction, inclusive education, and learner-centered pedagogies that support diverse student needs. Her professional interests include English language teaching, special education, literacy development, teacher preparedness, and inclusive classroom practices. She has published numerous research studies in international journals, contributing to the growing body of knowledge in education, language instruction, and Special Education. Through her dedication to teaching, research, and professional development, she continues to advocate for quality and inclusive education in public schools.

  • Sheryll Balbanida, Junior High School Faculty, Don Vicente Rama Memorial National High School, Cebu City, Philippines

    Sheryll U. Balbanida is a faculty member of Don Vicente Rama Memorial National High School, where she currently serves as a Grade 9 Science Teacher. She finished her Bachelor of Secondary Education major in General Science, which equipped her with a strong foundation in science instruction, learner-centered pedagogy, and educational research. As an educator, she is committed to fostering scientific literacy and critical thinking among junior high school learners through engaging and meaningful classroom experiences. Her professional interests include innovative science teaching strategies, inclusive education, and the development of supportive learning environments that address the diverse needs of students. Sheryll continues to pursue excellence in teaching and remains dedicated to empowering learners through quality science education while contributing to the advancement of educational practices in public schools.

  • Pinky Blaiza Rohde, Special Education Teacher, Betty Fairfax High School, Arizona, USA

    Pinky Blaiza B. Rohde is a Special Education Teacher at Betty H. Fairfax High School within the Phoenix Union High School District. Holding a Master’s Degree specializing in Special Education, she is a dedicated special educator. Rohde’s academic and professional work focuses on inclusive education, social-emotional learning, teacher efficacy, and supporting students with diverse learning needs. She actively contributes to her school community by fostering inclusive teaching practices, promoting student engagement, and implementing supportive interventions that encourage academic and personal growth for all learners. Through her commitment to instruction, collaboration, and student advocacy, Rohde continues to advance the field of special education and empower students to reach their full potential.

  • Rosalie Cabo, SPED Resource Teacher, Sunset Hills Elementary School, New Mexico, USA

    Rosalie Cabo is a Special Education Resource Teacher at Sunset Hills Elementary School. She is a dedicated special educator committed to supporting learners with diverse educational needs through inclusive and student-centered instructional practices.

    With a strong passion for Special Education, Cabo focuses on creating supportive learning environments that foster academic growth, independence, and confidence among students with disabilities. She actively promotes collaboration with teachers, families, and school support personnel to ensure that learners receive appropriate interventions and meaningful educational opportunities. Through her dedication, compassion, and commitment to inclusive education, she continues to make a positive impact on the lives of her students and the school community.

  • Matilde Sanchez, Special Education Teacher, Herman C. Davis Elementary School, Montana, USA

    Matilde Balatbat Sanchez is an educator, school administrator, and advocate for inclusive education with more than 30 years of teaching experience. She earned her degree in Political Science from Polytechnic University of the Philippines and pursued Special Education studies at University of the Philippines Diliman. She further completed her masters Degree in Education major in Special Education at Cebu Technological University. Mrs. Sanchez is the school owner and administrator of Academia de Divina Pastora Learning Center, where she has dedicated her career to promoting quality and inclusive education. Her academic work centers on teaching and empowering children with special educational needs, helping them achieve their goals and succeed in an inclusive classroom environment. Through her decades of service, she continues to inspire students, families, and fellow educators with her commitment, compassion, and leadership in the field of Special Education.

  • Niňa Rozanne Delos Reyes, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Niña Rozanne T. delos Reyes is an Associate Professor V, who obtained her Doctor in Development Education (Dev.Ed.D.) specializing in Special Education, from Cebu Technological University, previously served as Chair of Special Needs Education and currently functions as Associate Professor in Graduate Studies and tertiary level education. Her scholarly contributions encompass inclusive education, mental health interventions during COVID-19, LGBTQ+ experiences, deaf worker employment characteristics, and cultivating teaching preparedness for diverse learners with disabilities.

  • Ann Frances Cabigon, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Ann Frances P. Cabigon currently serves as the Dean of the Student Affairs Office at Cebu Technological University. As a faculty member in the College of Education, she effectively combines her professional background to drive impactful student development programs. Her research interests include inclusive education and student wellness, with a strong focus on burnout management and academic resilience. Prof. Cabigon is a committed academic leader, dedicated to fostering a supportive, holistic environment that enhances the well-being and long-term success of every student at CTU.

  • Reylan Capuno, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Reylan G. Capuno is a faculty member of Cebu Technological University. As an educator and researcher, he is dedicated to promoting academic excellence, innovative teaching practices, and meaningful educational research. His professional and scholarly interests include curriculum development, educational innovation, teacher education, and inclusive learning practices that enhance student engagement and academic achievement. Dr. Capuno has contributed to the field of education through active research involvement and scholarly publications in academic and international journals. Through his commitment to instruction, research, and professional service, he continues to support the advancement of quality education and the development of future educators and researchers.

  • Raymond Espina, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Raymond C. Espina is the Dean of the College of Education at Cebu Technological University. As an academic leader, educator, and researcher, he is committed to advancing teacher education, educational research, and inclusive academic excellence within the university and the broader educational community. Dr. Espina has contributed extensively to the field of education through his scholarly works and has published numerous studies in international journals. His research interests include teacher education, curriculum development, educational leadership, inclusive education, and innovative instructional practices. Through his leadership, research engagement, and commitment to quality education, he continues to promote academic growth, professional development, and meaningful educational transformation among future educators and researchers.

  • Marjorie Aṅero, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Marjorie B. Añero obtained her dual doctorate degrees, PhD and EdD, and ranks as Associate Professor V at Cebu Technological University, currently designated as Program Chairperson of the College of Education. Her scholarly work examines bionic reading interventions for learners with disabilities, reading comprehension complexities among students with special educational needs, technology integration in inclusive classrooms, English as a Second Language effectiveness in mathematics instruction, and teacher well-being across multiple dimensions.

  • Lilibeth Pinili, Graduate School Faculty, Cebu Technological University Cebu City, Philippines

    Lilibeth C. Pinili is an Associate Professor at the College of Education at Cebu Technological University. Holding a Doctor of Development Education specializing in Special Education (SPED), she is a dedicated researcher and educator. Her academic work focuses on inclusive education, social-emotional learning, and teacher efficacy in SPED settings. Dr. Pinili actively contributes to the university's mission by fostering inclusive teaching practices and developing vital support initiatives for diverse learners, consistently advancing the field of special education through her rigorous research and commitment to student development.

Riferimenti bibliografici

a. Journal articles

Abongdia, J. F. A., Foncha, J. W., & Dakada, A. (2015). Challenges encountered by teachers in identifying learners with learning barriers: Toward inclusive education. International Journal of Educational Sciences, 8(3), 493-501. https://doi.org/10.31901/24566322.2015/08.03.07

Agbenyega, J. (2017). Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. International Journal of Whole Schooling, 3(1), 41-56. Retrieved from https://files.eric.ed.gov/fulltext/EJ847471.pdf.

Abina, I. L. S., Loquinario, E. M., Malaya, L. J. P., Belano, J., & Cagape, W. E. (2022). Special Education Teachers' Job Satisfaction and Its Effect on Employee Retention. International Journal of Research Publications, 115(1). https://doi.org/10.47119/ijrp10011511220224346

Dakada, A. (2015). Challenges encountered by teachers in identifying learners with learning barriers: Toward inclusive education. International Journal of Educational Sciences, 8(3), 493-501. https://doi.org/10.31901/24566322.2015/08.03.07

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b. Online document

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Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24. https://doi.org/10.5296/ijld.v4i4.6116

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Sijuola, R., & Davidova, J. (2022). Challenges of implementing inclusive education: Evidence from selected developing countries. Rural Environment Education Personality, 15, 140-147. https://doi.org/10.22616/REEP.2022.15.017

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Pubblicato

2026-05-20

Fascicolo

V. 12 N. 4 (2026)

Sezione

Articles

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