Navigating Inclusion: Exploring Teacher Experiences and Challenges in Supporting Students with Special Education Needs

Abstract

The study aimed to delve into the experiences of elementary school teachers in the implementation of inclusive education for learners with special education needs (SEN) in the District of Barotac Nuevo during School Year 2026-2027. In particular, it sought to describe the teachers' views and experiences, highlight the difficulties faced by teachers, and explore the strategies they adopted to overcome the diversity of learners and suggest how inclusive education can be enhanced. It also sought to create KAPIT-BISIG, a proposed support system which will guide stakeholders, school leaders and teachers in the promotion of collaborative and sustainable inclusive education. Data was collected using in-depth interviews and subsequently analyzed using Braun and Clarke's (2020) six phase reflexive thematic analysis, a qualitative phenomenological design. Ethical issues were adhered to during the study such as informed consent and confidentiality. Results identified seven main themes. Teachers saw inclusive education as a commitment to equitable supportive learning opportunities for all learners. They indicated, however, that training was minimal, resources are deficient, and that the classes are large, along with little professional development opportunities and little support from parents and administrators. Some of the challenges teachers faced were addressed by using differentiated instruction, visual aids, group activities, peer support and other flexible strategies. They also emphasized patience, compassion, collaboration, and continuous professional growth in supporting learners with SEN. The study concludes that sustainable inclusive education requires continuous teacher development, adequate resources, stronger institutional support, and collaboration among stakeholders. KAPIT-BISIG is proposed as a school-based framework that can strengthen teacher capacity, facilitate sharing of inclusive practices and resources, promote collaborative problem-solving, and coordinate support for learners with SEN, thereby fostering more responsive, equitable, and inclusive learning environments.