Voices of Inclusion: A Phenomenological Exploration of Teachers’ Experiences in Handling Learners with Disabilities

Abstract

Aims: This study explored the lived experiences of general education teachers serving as receiving teachers in implementing inclusive education and handling learners with disabilities in public elementary schools in the Division of Bacoor, Province of Cavite. It sought to describe their most significant experiences in teaching learners with disabilities in inclusive classrooms, formulate meanings from their significant statements, identify the themes that emerged from these meanings, determine the essence of their experiences, and derive recommendations to strengthen inclusive education practices in public schools. Study Design: A qualitative phenomenological research design was employed. Place and Duration of Study: The study was conducted in selected public elementary schools in the Division of Bacoor during School Year 2025–2026, with data collection from January to March 2026. Methodology: Six general education teachers were purposively selected based on direct experience in inclusive classrooms. Data were generated through one-on-one, semi-structured, in-depth interviews lasting 30–60 minutes. Interviews were audio-recorded with permission, transcribed verbatim, and analysed using Braun and Clarke’s six-phase thematic analysis. Data saturation was reached after the sixth participant. Trustworthiness was supported through member checking, an audit trail, reflective journaling, and thick description. Results: Findings revealed limited readiness, instructional and behavioural uncertainty, continuous classroom adjustment, emotional and psychological strain, collaboration, and limited institutional support. Three major themes emerged: Teaching Beyond Preparation: Entering Inclusive Classrooms Without Readiness; Navigating Behavioural Uncertainty in the Classroom; and Emotional Strain and Psychological Load of Inclusive Teaching. Conclusion: Inclusive teaching was experienced as an ongoing process of entering, adjusting, enduring, and sustaining oneself within demanding classroom realities. The study proposed the Integrated Support Framework for Strengthening Inclusive Education Practices in Public Schools, consisting of Preparation and Institutional Support, Classroom Practice and Intervention System, and Teacher Well-being and Sustaining Support, connected through collaboration.