Inclusive Beyond Training: Lived Experiences of Non-SPED Teachers Handling Inclusive Classes

This qualitative study explores the Lived Experiences of Non-SPED teachers handling Inclusive Education in Baybay City Division, Baybay City, Leyte. Anchored on constructivist learning and social cognitive theories and government agencies mandates, the study utilizes a semi-structured interview and an interpretative description design to gather rich, contextual data from 12 purposively selected participants. Data was analyzed using Colaizzi’s thematic method (1978). In-depth interview revealed that Non-SPED teachers often enter inclusive settings with limited preparation which evokes feelings of uncertainty and inadequacy. Exposure to learners with diverse abilities fostered a deeper understanding of individual understanding of individualized instruction, differentiated strategies, and collaboration with SPED specialists. The study concluded that Non-SPED teachers’ experiences extend beyond formal training and highlight the importance of reflective practice, experiential learning, and institutional support in effective inclusive education. A sustainable professional development, and practical workshops are recommended to ensure inclusive classrooms, provide equitable opportunities and foster a culture of empathy and acceptance for all learners.