Johnel A. Pantia (Author)
Abstract
This qualitative study explores the inclusive education strategies and challenges faced by teachers, school heads, and parents of learners with special educational needs (SEN) in the District of Sapian during the school year 2024–2025. Anchored on constructivist learning theory, the social model of disability, and Bronfenbrenner’s ecological systems theory, the study utilized narrative inquiry and interpretive description design to gather rich, contextual data from 48 purposively selected participants. In-depth interviews revealed that learners exhibited a range of exceptionalities including learning disabilities, intellectual disabilities, visual impairments, autism spectrum disorder, and other conditions. Teachers employed various instructional, motivational, and socio-emotional strategies to address learners’ needs, including differentiated instruction, assistive technologies, and collaborative planning. However, they faced significant challenges such as classroom management difficulties, lack of parental involvement, insufficient resources, and emotional stress. Coping strategies included professional collaboration, stress management, technology integration, and the establishment of support systems. The findings underscore the need for targeted professional development, inclusive policy implementation, and enhanced stakeholder collaboration. A development program is recommended to support educators and parents in fostering equitable and effective inclusive learning environments.
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Keywords: Locus of Control, Job Satisfaction, Junior High School Teachers, Descriptive-Survey Method, Psychological Traits, Professional Development