Author

Jeralyn A. Maglinte*
Cebu Technological University – Main Campus, R. Palma Street, Cebu City, Philippines

Abstract

Inclusive education aims to provide equitable learning opportunities for all, yet elementary teachers often face challenges due to limited practical resources. This study developed an inclusive education resource based on the experiences of ten teachers from Umapad Elementary School. Using a thematic qualitative research and online interviews, the study explored teachers’ challenges, strategies, and classroom experiences. Findings showed that while teachers were committed to inclusive education, they faced difficulties addressing diverse learning needs, implementing differentiated instruction, and accessing training and materials. These challenges often affected their confidence and effectiveness in the classroom environment. To overcome these challenges, they used flexible teaching methods, peer-assisted learning, and collaboration with parents and school stakeholders. These approaches helped improve learner engagement and participation. These insights guided the creation of a practical inclusive education resource to support effective inclusive practices at Umapad Elementary School and similar educational context.

Keywords: Special education, practical inclusive education resource, thematic qualitative research, Mandaue City, Cebu.

*Corresponding author/ Email: jeralyn.arrabis@deped.gov.ph and jeralynmaglinte2018@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502914

Recommended citation:
Maglinte, J. A. (2026). Crafting an inclusive education resource for elementary teachers: Insights from Mandaue City educators. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 414-429. http://doi.org/10.69651/PIJHSS0502914

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