Challenges Encountered and Coping Strategies Used by Teachers in Implementing SPED Inclusive Education Program in Public Elementary Schools Of Third Congressional District, Division of Quezon

The purpose of this study was to ascertain the challenges encountered and coping strategies used by teachers in implementing SPED inclusive education programs in public elementary schools of the third congressional district in the division of Quezon. It also covered the types of Learners with Special Educational Needs (LSEN), teaching strategies utilized by teachers, the challenges encountered by the teachers, and the coping strategies used by teachers to address the challenges they encountered in implementing SPED inclusive education programs for learners with special educational needs.This study used judgment or purposive sampling; the researcher chooses a sample that agrees with her subjective judgment of a representative sample. Eight teachers who managed the SPED inclusive education program participated in this study as respondents, which is a change from the previous practice of just choosing any  sampling unit that is simple to contact. This study used an interview guide and a qualitative research methodology. To better understand the difficulties faced and coping mechanisms teachers use when implementing SPED inclusive education programs for students with special educational needs, this qualitative, phenomenology study uses a comparative, cross-sectional approach. The research revealed that learners with Autism Spectrum Disorders, Attention Deficit Disorder with Hyperactivity (ADHD), and Dyslexia are the major types of learners with special educational needs that are handled by teachers in SPED inclusive education programs. The following are some of the teaching strategies that teachers use when instructing learners who have special educational needs: visual aids, educational videos, positive reinforcement, simplification of the lesson, regular routines, written handouts, peer tutoring, written copies, giving directions, instructions, reading materials, multiple examples, cooperative learning, individualized instructions, and experimental learning. Positive reinforcement was found to be the approach that teachers who responded to the survey said they used most frequently and best when instructing learners with special educational needs. Behavior issues, communication difficulties, lack of parental involvement, and learning disability characteristics are among the difficulties teachers face when implementing SPED-inclusive education programs for students with special educational needs. Studies have looked at the integration of children with behavioral problems in general education, and among these, a behavioral problem is noted as the most difficult issue experienced by the teacher-respondents. Study results have indicated that peers distance themselves from aggressive kids. Coping strategies used by teachers to address the challenges they encountered in implementing SPED inclusive education program for learners with special educational needs are the following: differentiated instructions, emotional understanding, technology, and visual aids, positive instructions, being relaxed, not allowing pressure to affect her, a different approach, encouragement, and peer tutoring. Teachers use various strategies to help learners with special educational needs (LSEN) to achieve their full potential. Most of the teachers agreed that the best coping mechanism for dealing with the difficulties they faced was emotional understanding. Teachers may foster a welcoming climate where everyone is appreciated and embraced inside the school. The promotion of respect, empathy, and understanding among students, faculty, and parents should take place in the classroom. Engage parents in helping to assist their children's learning. To build an effective learning plan for the child, teachers should work closely with parents to determine their child's strengths, limitations, and particular requirements.