Inclusive education: Challenges and opportunities of public elementary school teachers

Abstract

This qualitative phenomenological study explores the lived experiences of public elementary school teachers in the Banna District, Ilocos Norte, in implementing inclusive education. Guided by open-ended questions and thematic analysis, the study uncovers the multifaceted challenges and opportunities teachers encounter as they strive to meet the diverse needs of learners. Key challenges include classroom management in diverse settings, insufficient learning materials, and physical space constraints. Despite these barriers, teachers reported meaningful professional growth, shifts toward learner-centered teaching approaches, and the development of more compassionate and inclusive classroom environments. Their narratives reveal personal and professional resilience and the pressing need for stronger institutional support. The findings underscore that while inclusive education holds transformative potential, its sustainability depends on equipping teachers with adequate resources, training, and recognition. The study calls for policy reinforcement and deeper systemic engagement to ensure that inclusive education is not merely a mandate, but a shared commitment across the education sector.