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Research Article Open access CC BY 4.0

Lived Experiences of General Education Teachers Supporting Learners with Application Difficulties in Inclusive Classrooms

RUBINA A. OLIVEROS, GLENDYL P. ORDINARIO, ROSELYN RICAFORTE

Asian Journal of Advanced Research and Reports · pp. 392–403 · Published 26 Jun 2025

10.9734/ajarr/2025/v19i61068

Abstract

The implementation of inclusive practices faces significant challenges worldwide. General education teachers face a major barrier, limited institutional support for teachers, which hampers their ability to adopt transformative and inclusive teaching methods. This study aimed to explore the lived experiences of general education teachers in mainstream classrooms as they navigate inclusive practices for learners with special needs. This study is significant as it offers insight into the personal, instructional, and systemic problems of inclusive education, which can inform training programs and policy formulation. This study employed a phenomenological design, using in-depth interviews (IDIs) with seven selected general education teachers in the Mati City Division. Colaizzi’s seven-step method, developed in 1978, was used to analyse the data and capture the essence of participants’ experiences. Results revealed three major themes: Experiences in Implementing Inclusive Education in Mainstream Classrooms (emphasizing emotional, instructional, and behavioral challenges), The Emotional Landscape of Inclusive Education (highlighting feelings of empowerment and support systems), and Transformative Practices in Inclusive Education (focusing on adaptive methods, collaboration, and professional growth), additionally, one theme emerged, Experiences in Inclusion Through Personal and Professional Growth. Participants reported feeling initially unprepared but gradually adapted through experience, reflective practice, and stakeholder collaboration. Hence, thematic analysis revealed challenges in classroom implementation, emotional dynamics, adaptive practices, and personal-professional growth. The study concludes that inclusive education is a continuous learning process shaped by both personal commitment and institutional backing. The study recommends ongoing teacher training, strengthened institutional support, and promotion of collaborative inclusive practices.

Inclusive education general education teachers lived experiences teaching strategies special needs learners

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Cited by 8

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Joel Q. Mabalhin, Joy M. Sanchez, Michelle G. Ybaňez · European Modern Studies Journal · 2026

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