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Title: :  Implementing Inclusive Education: Perspective from Teachers
PaperId: :  24582
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 10 Issue 4 2024
DUI:    16.0415/IJARIIE-24582
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Goldy Bless Maquindang EsmeraldaDepartment of Education, Division of Davao de Oro
Patria Clarin PainagaProfessional School of Assumption College of Nabunturan

Abstract

Education
inclusive education, experiences, challenges, coping mechanisms, insights and realizations, phenomenological research
Implementing Inclusive Education poses different challenges for educators. This qualitative phenomenology study explores the experiences of five teachers from Nabunturan National Comprehensive High School as they navigate new teaching approaches for inclusive classroom environments. The research sheds light on various challenges faced by teachers. Teachers struggle with a lack of expertise in meeting varied student needs, challenges in obtaining appropriate learning approaches, and the need to make adaptations to students with unique behaviors. Teachers share unforgettable experiences including physical aggressiveness, the development of patience and adaptability, and the challenges of accommodating students at different developmental levels. The study highlights significant challenges in inclusive teaching, such as the lack of adequate training, difficulties in developing successful teaching methods for a varied range of students, and the challenging nature of delivering personalized instruction. The research emphasizes the significant influence of these problems on teachers, on their patience, class delivery, and personal growth. Teachers use coping mechanisms including learning sign languages and using diverse activities to address the challenges they face. Recognizing the significance of ongoing support, trained teachers, and ongoing professional development is crucial for successfully managing the complicated nature of Inclusive Education. Despite the challenges, teachers find opportunities for growth and resourcefulness within the inclusive environment, fostering the development of alternative strategies to enhance teaching practices. This study emphasizes the need for school leaders and educational policymakers to consider teachers' experiences and challenges in the implementation of Inclusive Education, affirming the invaluable role of teachers' insights in refining educational programs and adapting to an evolving learning landscape. By acknowledging these challenges and implementing robust interventions, educators can better equip themselves to meet the demands of inclusive classrooms and support students in their academic journeys.

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IJARIIE Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. "Implementing Inclusive Education: Perspective from Teachers" International Journal Of Advance Research And Innovative Ideas In Education Volume 10 Issue 4 2024 Page 848-854
MLA Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. "Implementing Inclusive Education: Perspective from Teachers." International Journal Of Advance Research And Innovative Ideas In Education 10.4(2024) : 848-854.
APA Goldy Bless Maquindang Esmeralda, & Patria Clarin Painaga. (2024). Implementing Inclusive Education: Perspective from Teachers. International Journal Of Advance Research And Innovative Ideas In Education, 10(4), 848-854.
Chicago Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. "Implementing Inclusive Education: Perspective from Teachers." International Journal Of Advance Research And Innovative Ideas In Education 10, no. 4 (2024) : 848-854.
Oxford Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. 'Implementing Inclusive Education: Perspective from Teachers', International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 4, 2024, p. 848-854. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/Implementing_Inclusive_Education__Perspective_from_Teachers_ijariie24582.pdf (Accessed : ).
Harvard Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. (2024) 'Implementing Inclusive Education: Perspective from Teachers', International Journal Of Advance Research And Innovative Ideas In Education, 10(4), pp. 848-854IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/Implementing_Inclusive_Education__Perspective_from_Teachers_ijariie24582.pdf (Accessed : )
IEEE Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga, "Implementing Inclusive Education: Perspective from Teachers," International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 4, pp. 848-854, Jul-Aug 2024. [Online]. Available: https://ijariie.com/AdminUploadPdf/Implementing_Inclusive_Education__Perspective_from_Teachers_ijariie24582.pdf [Accessed : ].
Turabian Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. "Implementing Inclusive Education: Perspective from Teachers." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 10 number 4 ().
Vancouver Goldy Bless Maquindang Esmeralda, and Patria Clarin Painaga. Implementing Inclusive Education: Perspective from Teachers. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2024 [Cited : ]; 10(4) : 848-854. Available from: https://ijariie.com/AdminUploadPdf/Implementing_Inclusive_Education__Perspective_from_Teachers_ijariie24582.pdf
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