World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), p.357
TONY ROSE G. ANINO, MAED
Teacher I, Jordan Central School
SDO Guimaras
Abstract
This study was implemented to identify the experiences of regular teachers in implementing inclusive education, as a basis for an in-service training program. The respondents of the study were the twelve (12) chosen regular teachers from grades 1-6, two (2) participants per grade level. A phenomenological research design was used in this study, which employed a qualitative method. The study's results served as the basis for an In-Service Training Program for regular teachers. Based on the study's results, regular teachers' experiences in implementing inclusive education were difficult, particularly in managing learners’ behavior, using appropriate activities, and shifting lesson plans. As to their challenges, they were inadequate teacher training, a lack of resources, and attitudinal barriers. However, the coping strategies focused more on teacher training, the production of learning materials, and differentiated instruction. Nevertheless, the study's teaching results aided as the foundation for an in-service training program for teachers.
Keywords: Regular Teachers, Experiences, Inclusive Education, In-Service Training Program
