Challenges and Triumphs: Public Elementary Teachers' Experiences in Providing Inclusive Education in Baguio City

This research explores the experiences of public elementary school teachers in Baguio City as they navigate the challenges of implementing inclusive education. Employing a qualitative research methodology, the study concentrates on three primary aspects: inclusive classroom practices, implementation challenges, and strategies employed to address these challenges. Data were collected through structured interviews with teachers, yielding valuable insights into their daily experiences. This study explored inclusive classroom practices, challenges, and successes among public elementary teachers in Baguio City. The findings indicate that teachers actively utilize inclusive practices such as differentiated instruction, Universal Design for Learning (UDL), the use of assistive technologies, and collaborative teaching approaches. Teachers actively applied inclusive practices like differentiated instruction and Universal Design for Learning (UDL), despite facing significant obstacles such as overcrowding, limited resources, and insufficient support. Teachers demonstrated commitment and adaptability, employing diverse instructional strategies, building partnerships with families and specialists, and fostering inclusive environments. However, systemic challenges persisted, highlighting the need for meaningful structural reforms to sustain and enhance inclusive education. The study emphasizes the importance of enabling policies, sustained training, and adequate resources to support teachers in creating truly inclusive classrooms where every learner belongs and succeeds. School leaders should strengthen teacher training programs, establish multidisciplinary teams, and provide regular workshops and mentoring from special education experts. Nevertheless, they encounter significant challenges, including overcrowded classrooms, inadequate resources, limited access to professional development, and minimal support from key stakeholders. These systemic obstacles impede the full realization of inclusive education. Despite these difficulties, the study emphasizes the resilience and commitment of teachers. They engage in ongoing learning, establish strong partnerships with families and specialists, and cultivate inclusive classroom environments where all learners are appreciated and supported. Their dedication reflects a profound understanding of inclusion principles and a strong desire to address the diverse needs of their students. This research highlights both the potential and the persistent challenges of inclusive education within the Philippine public school system. It advocates for targeted, long-term support from the government and educational institutions to enhance teacher capacity, improve resources, and strengthen stakeholder engagement. By tackling these systemic issues, the promise of inclusive education can be more fully realized in public schools throughout the nation. The study emphasizes both the potential and the ongoing challenges of inclusive education in the Philippine public-school context and calls for strategic, systemic support to sustain and expand inclusive practices