Author

Monina P. Albacite*
Cebu Technological University – Main Campus, R. Palma Street, Cebu City, Philippines

Abstract

This study explored the lived experiences of public elementary school teachers in implementing inclusive education for learners with special needs in Paknaan Elementary School, Division of Mandaue City, during the School Year 2025–2026. Anchored on Vygotsky’s Sociocultural Theory, Bandura’s Social Learning Theory, and Knowles’ Adult Learning Theory, the research employed a qualitative phenomenological design to capture teachers’ experiences, instructional practices, challenges, collaboration efforts, and professional development needs. Data were gathered from 10 purposively selected classroom teachers through semi-structured, open-ended survey administered via Google Forms and were analyzed using thematic analysis. Findings revealed that teachers view inclusive education as both meaningful and challenging. While they demonstrated strong commitment and adaptability through differentiated instruction, flexible classroom management, and modified assessment practices, they encountered persistent barriers such as large class sizes, limited instructional resources, time constraints, and insufficient specialized training. Collaboration with parents, school administrators, and specialists emerged as a critical support mechanism in addressing learners’ diverse needs. Teachers also expressed a strong need for continuous, practical, and context-based professional development to enhance their competence and confidence in managing inclusive classrooms. Based on the findings, the study developed a contextualized Inclusive Education Guide grounded in teachers’ lived experiences. The guide provides practical strategies for curriculum adaptation, inclusive teaching practices, classroom management, assessment, collaboration, and professional development. The study concludes that bridging the gap between inclusive education policy and classroom practice requires sustained institutional support, targeted teacher training, and contextually relevant instructional resources to ensure equitable and meaningful learning opportunities for all learners.

Keywords: Special education, comprehensive guide, Mandaue City, Cebu, thematic qualitative research.

*Corresponding author/ Email: monina.alba2024@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502911

Recommended citation:
Albacite, M. P. (2026). Developing a comprehensive guide for inclusive education: A phenomenological study of public elementary teacher lived experiences in Mandaue City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 362-378. http://doi.org/10.69651/PIJHSS0502911

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