Author

Leah N. Bachinilla*
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 at Basak Elementary School, Mandaue City, during the School Year 2025–2026, aiming to gain an in-depth understanding of how teachers navigate classroom diversity, manage instructional and behavioral challenges, and apply inclusive teaching strategies to promote meaningful and equitable learning for all learners. Using a qualitative phenomenological research design, data were collected from ten purposively selected teachers directly involved in inclusive classrooms through semi-structured interviews conducted via Google Forms, allowing participants to reflect on their experiences and practices. The data were analyzed using thematic analysis to identify emerging patterns and significant themes, with trustworthiness ensured through credibility, transferability, dependability, and confirmability. Findings revealed that teachers viewed inclusive education as both meaningful and challenging, implementing strategies such as differentiated instruction, scaffolded lessons, flexible classroom management, and adapted assessment practices to address diverse learner needs. Collaboration with parents, specialists, colleagues, and school administrators emerged as a crucial support system in strengthening inclusive education implementation. Based on these findings, a Contextualized Inclusive Education Guide was developed to support teachers, enhance inclusive classroom practices, and promote equitable learning opportunities for learners with special needs.

Keywords: Special education, lived experiences, elementary school teachers, learners with special needs, qualitative research design, Mandaue City, Cebu.

*Corresponding author/ Email: leah.bachinilla@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502912

Recommended citation:
Bachinilla, L. N. (2026). Developing an inclusive education guide for public elementary teachers: Drawn from teachers’ lived experiences in Mandaue City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 379-396. http://doi.org/10.69651/PIJHSS0502912

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