Voices From the Classroom: Teachers' Journeys in Fostering Inclusive Learning for Students with Disabilities

AUTHOR(S)

Marian C. Inso William A. Buquia

ABSTRACT

—— Inclusive education policies increasingly require the placement of learners with disabilities within mainstream classrooms; however, the practical daily realities for teachers who implement these reforms remain inadequately explored. This study attempts to describe the lived experiences, challenges, and pedagogical strategies of public elementary school teachers as they promote inclusive learning for students with various disabilities. Guided by a descriptive phenomenological design, ten teachers with direct experience in educating learners with disabilities were selected via purposive sampling. Data collection occurred via semi-structured indepth interviews, classroom observations, and a reflexive journal, using a researcher-developed interview guide that passed expert review and reached a content validity index of 1.00, which is interpreted to be excellent. Verbatim transcripts, observation notes, and reflexive entries underwent Braun and Clarke’s six-phase thematic analysis.Findings reveal that teachers’ early experiences of inclusion were dominated by emotional shock, uncertainty, and self-doubt, but that these feelings gave way to a more profound sense of moral and professional commitment. Participants still complained about ongoing difficulties with differentiation, behavioral management, and assessment in the presence of large class sizes and inconsistent institutional support but were found to be creative, adaptable, and reflective in their practice through differentiated tasks, peer tutoring, flexible pacing, and growth-oriented assessment. This study concludes that inclusive teaching is a challenging, yet transformative, professional journey that has been sustained largely by teacher resilience, and it argues that efforts to further enhance classroom-based mentoring, collaborative learning structures, and practical training in inclusive strategies would be welcome. Keywords: Inclusive Education, Teacher Experiences, Learners with Disabilities, Pedagogical Strategies, Qualitative Stud