Inclusive Education: Practices, Challenges and Prospects of Selected Public Elementary School Teachers

This study aimed to investigate the current practices, challenges, and prospects of inclusive education among selected public elementary school teachers in Marawi City, Philippines. Using a qualitative approach, following thorough validation, in-depth interviews with ten teachers at various schools to gain a deeper understanding of their experiences, and perspectives on inclusive education. Findings revealed that while teachers generally support inclusive education, they encounter significant challenges, such as lack of adequate training, resources, and support. However, despite these obstacles, teachers have implemented various strategies to accommodate diverse learners, including differentiated instruction, peer tutoring, and the use of assistive technology. Additionally, the study explored the potential of inclusive education to enhance the learning experiences of all students, including those with disabilities. The study highlights the need for increased investment in teacher training, the development of inclusive learning environments, and the provision of adequate resources to support the implementation of inclusive education in the City. Recommendations include the development of inclusive education policies, the establishment of specialized support services, and the fostering of a culture of inclusivity thereby contributes to the growing body of knowledge on inclusive education in the Philippines. This study provides valuable insights for policymakers, educators, and stakeholders to develop effective strategies for promoting inclusive education and ensuring that all students have equal opportunities to learn and thrive.

Keywords: Inclusion, Inclusion Practices, Inclusive Education, Challenges, Practices, Prospects, Enrichment Program