Instructional Practices and Challenges of Teachers in Supporting Special Needs Students in Inclusive Settings

Abstract

This study explored the instructional practices and challenges teachers face in inclusive classrooms at Misamis Occidental High School during the 2024-2025 school year. It was guided by Bandura’s Social Cognitive Theory (SCT), the Universal Design for Learning (UDL) framework, and legal mandates such as R.A. 5250 and R.A. 10533 to align with the K-12 curriculum. Using a qualitative-phenomenological research design, the study gathered in-depth insights from 10 teachers through semi-structured interviews. Data analysis revealed that teachers employed differentiated and collaborative strategies, including peer tutoring, buddy systems, and assistive technology, to address the diverse needs of special education learners. Despite these efforts, challenges such as overcrowded classrooms, insufficient resources, and inadequate training hindered effective implementation. Teachers navigated these obstacles by collaborating with specialists, developing materials, and employing remediation and behavior management techniques. The role of the school environment was critical, with collaborative frameworks and resource-sharing systems proving effective in supporting inclusive practices, even when institutional support was limited.The findings underscore the importance of systemic reforms to enhance inclusive education. The study proposed an Enhanced Individualized Instruction (IEI) Plan, emphasizing professional development, resource enhancement, parental engagement, and collaborative teaching. These strategies are essential to fostering inclusivity and improving outcomes for all learners. Recommendations include continuous training for teachers, improved infrastructure, reduced class sizes, co-teaching, and active parental involvement to effectively align inclusive education with UDL principles and legal mandates.