ABSTRACT
This study aimed to determine the practices of teachers in the implementation of inclusive education as a basis for an enhancement program in the Schools District of Guimbal during the School Year 2025–2026. The study utilized an interview guide as the primary data-gathering instrument. A qualitative approach was employed in this research, specifically through in-depth interviews under a qualitative research design. The findings revealed that the teachers’ practices in inclusive education included differentiated instruction, collaborative learning, and social support. Their involvement in the implementation of inclusive education was shown through providing individualized support, creating a positive classroom environment, and attending seminars and training. The results further showed that the challenges encountered by teachers in inclusive education included a lack of resources, inadequate teacher training, and attitudinal barriers. To address these challenges, teachers employed coping strategies such as making learning materials accessible, seeking support from others, and conducting awareness programs.
Keywords: Teachers’ Practices, Implementation, Inclusive Education, Enhancement Program
INTRODUCTION
Background of the Study
Active involvement and practices of teachers in inclusive education fosters positive learner behavior by creating a supportive environment. This practices may lead to better attendance, fewer behavioral problems, and greater motivation on academic performance among learners. Learners feel more confident and motivated when they know their teachers are invested in their schooling.
Epstein (2020) asserts that inclusive education is the most effective way to ensure that all children have an equal opportunity to attend school, learn, and develop the skills they need to succeed. Inclusive systems recognize and value the unique contributions that students from diverse backgrounds bring to the classroom, allowing them to learn and grow together for the benefit of everyone. This highlights the importance of parents taking an active role in their children’s education and maintaining a strong, positive relationship with schools.
At the school level, teachers need proper training, school facilities must be improved, and students should be provided with accessible learning materials. At the community level, stigma and discrimination must be addressed, and people need to be made aware of the benefits of inclusive education. The involvement of teachers and parents in shaping learners’ behavior greatly influences the success of education and child development. It is widely recognized that teachers’ practices and parental involvement are closely associated with the academic achievement of both children and adolescents. Moreover, this support helps individuals become more confident and capable of dealing with situations they encounter in their personal lives (Long, 2020).
On the other hand, often teachers, believe that some do not support the school and do not give the need of children with disabilities. They also believe it is a waste of time instead; it’s the work of the school and the community (Flynn, 2022).
At the core of this phenomenon is a simple reality: children flourish when they feel supported, appreciated, and encouraged. When teachers show sincere concern and commitment toward learners with disabilities, they convey a strong message that education matters. This support may be expressed in many ways, such as assisting with homework, maintaining regular communication with teachers, participating in school activities, and promoting a learning-oriented environment at home (Ascher, 2020).
Furthermore, Murphy (2020) emphasized that teachers’ practices and involvement can greatly influence a learner’s self-esteem and confidence. When learners sense that their parents and teachers are genuinely invested in their success, they are more likely to display positive behavior, participate actively in the learning process, and develop a lasting love for learning that will benefit them throughout their educational journey and beyond.
However, gaps in inclusive education implementation center on teacher readiness, lack of training, funding, accessible materials, and weak community involvement, preventing equitable access and support for diverse learning.
It is along this line that the researcher explored the teachers’ practices in the implementation of exclusive education as basis for enhancement program in the different schools in the Schools District of Guimbal during the School Year 2025-2026.
see PDF attachment for more information