Teachers’ Challenges in Implementing Inclusive Education in Elementary Schools
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Abstract
Background and Aim: Republic Act No. 11650 (2022) strengthened inclusive education in the Philippines by mandating support for learners with disabilities in mainstream schools. However, a policy–practice gap remains, especially in rural contexts where teachers face limited resources and institutional support. This study examined the classroom management, instructional, and resource-related challenges experienced by elementary teachers in inclusive classrooms in Lanao del Norte.
Materials and Methods: This study used a descriptive-quantitative design involving 60 elementary teachers selected through purposive sampling. Data were gathered using a validated Likert-scale questionnaire with high internal consistency reliability (Overall Cronbach’s α = 0.89). The data were analyzed using frequencies, percentages, weighted means (M), and standard deviations (SD).
Results: Findings showed varied levels of difficulty across challenge areas. Teachers reported low difficulty in instructional tasks (M = 2.00), suggesting confidence in adapting teaching strategies. However, they experienced major systemic barriers, particularly the lack of instructional materials (M = 4.93, SD = 0.25) and insufficient administrative support (M = 4.00). Classroom management was also a significant concern, especially in providing equitable attention to diverse learners (M = 4.48).
Conclusion: The study highlights a rural Philippine perspective on inclusive education, showing that systemic constraints are more pressing than pedagogical difficulties. Although teachers demonstrate instructional readiness, the implementation of RA 11650 remains limited by inadequate resources and support. Stronger administrative scaffolding, localized materials, and sustained resource allocation are needed to make inclusive education more effective in rural schools.
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