Author
Reymond S. Dela Cruz
University of Perpetual Help System – DALTA
Las Piñas City, Philippines
Email: reymondsdelacruz9@gmail.com
Abstract
This study explored the implementation of inclusive education by examining teachers’ perspectives on instructional strategies, perceived effectiveness, and support systems for students with disabilities in three public schools in Waukegan, Illinois. Using a descriptive qualitative research design guided by Colaizzi’s method, data were collected through semi-structured interviews with purposively selected special education teachers. The findings revealed that teachers employ a range of inclusive strategies, including differentiated instruction, co-teaching, scaffolding, and the use of assistive technologies, to address diverse learner needs. These strategies were perceived as effective when they enhanced student engagement, participation, and progress toward individualized learning goals. However, their effectiveness was significantly influenced by contextual challenges such as limited planning time, large class sizes, behavioral concerns, and insufficient resources. The study also highlighted the critical role of support systems, including clear school policies, structured frameworks, professional development, collaborative planning, and adequate staffing, in sustaining inclusive practices. Despite the challenges encountered, teachers demonstrated strong commitment and professional fulfillment in supporting students with disabilities. The study concludes that effective inclusive education requires a dynamic interplay between adaptive instructional strategies and robust institutional support. Based on the findings, an Inclusive Learning Structured Improvement Plan (ILSIP) is proposed to enhance inclusive education practices through systematic preparation, monitoring, and continuous improvement.
Keywords: Inclusive education, teacher perspectives, support systems
DOI: http://doi.org/10.69651/PIJHSS0501861
Recommended citation:
Dela Cruz, R. S. (2026). Implementing inclusive education: Exploring teachers’ perspectives on strategies, perceived effectiveness, and support systems for students with disabilities. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9697-9707. http://doi.org/10.69651/PIJHSS0501861
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