Author

Marites O. Heyrosa*
Cebu Technological University – Main Campus, R. Palma Street, Cebu City, Philippines

Abstract

This study examined the lived experiences of public elementary school teachers in implementing inclusive education for learners with special needs at Leonard Wood Elementary School, North District, Division of Mandaue City, during School Year 2025–2026. Using a qualitative phenomenological design, it explored teachers’ instructional practices, classroom management, assessment approaches, challenges, collaboration, and professional development needs, with the goal of developing a contextualized Inclusive Education Guide. Data were collected from ten purposively selected teachers through semi-structured online interviews and analyzed using thematic analysis guided by Braun and Clarke’s framework. Trustworthiness was established through credibility, transferability, dependability, and confirmability. Findings showed that teachers view inclusive education as both meaningful and challenging. Despite strong commitment, they faced issues such as large class sizes, limited resources, diverse learner needs, time constraints, and insufficient specialized training. Teachers responded through differentiated instruction, flexible classroom management, adapted assessments, and collaboration with parents, colleagues, and school administrators. Continuous, practical, and context-based professional development was emphasized. Based on the findings, a Contextualized Inclusive Education Guide intended for Leonard Wood Elementary School was developed to support classroom practice. The study underscores the need for sustained institutional support, continuous teacher capacity-building, and contextually relevant resources to strengthen inclusive education.

Keywords: Special Education, inclusive education, teachers lived experiences, learners with special needs, qualitative phenomenological study, Mandaue City.

*Corresponding author/ Email: marites.heyrosa@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502913

Recommended citation:
Heyrosa, M. O. (2026). Designing an inclusive teaching guide for public elementary schools: Teachers’ insights from Mandaue City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 397-413. http://doi.org/10.69651/PIJHSS0502913

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