World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,619-626
Junessa P. Liwes
Benguet State University
Abstract
Inclusive education has become a global priority in ensuring equitable learning opportunities for all learners, including those with special educational needs (SEN). This study explored the challenges encountered by non-special education major teachers handling learners with special needs in mainstream classrooms and assessed the effectiveness of the coping mechanisms they employ. Using a descriptive mixed-methods research design, data were gathered through interviews with seven teachers and survey responses from thirty teachers in selected schools in Buguias District. Findings revealed that teachers experience significant challenges in addressing cognitive delays, disruptive behaviors, limited training, insufficient instructional resources, and increased workload pressures. Teachers utilized adaptive, collaborative, emotion-focused, and problem-focused coping mechanisms, with adaptive strategies rated as the most effective. Overall, the coping mechanisms were assessed as moderately effective (grand mean = 2.86). The study highlights the urgent need for enhanced teacher training, resource provision, and stronger collaboration systems to improve inclusive education practices and support learners with special needs in mainstream settings.
Keywords: inclusive education, learners with special needs, coping mechanisms, mainstream classrooms, teacher challenges, Philippines
https://doi.org/10.65494/pinagpalapublishing.116
