Teachers’ experiences in supporting learners with disabilities in rural public elementary school

This study investigated the Teachers’ Experiences in supporting Learners with disabilities in rural public elementary school at Vito Elementary School, Vito Minglanilla, Cebu, Philippines during the school year 2025-2026. Using a quantitative-descriptive research design, data were gathered from teachers through answering the given questionnaire to identify common difficulties, coping strategies, and support mechanisms needed. The study explored the experiences of teachers in supporting learners with disabilities in a rural public elementary school. It aimed to understand how teachers address the diverse needs of learners with physical, intellectual, and behavioral disabilities, and to identify the challenges, strategies, and support systems that influence inclusive education practices. It also revealed that teachers demonstrated compassion, adaptability, and creativity in modifying lessons and classroom activities to meet individual learning needs. However, they faced significant challenges, including limited resources, inadequate training in special education, large class sizes, and lack of parental involvement. Despite these barriers, teachers employ strategies such as peer tutoring, differentiated instruction, and collaboration with co-teachers to foster inclusion. Support from school administrators and community stakeholders also emerged as crucial in sustaining inclusive practices. The study concluded that while rural teachers are committed to ensuring that learners with disabilities received equitable learning opportunities, systemic improvements—such as continuous professional development, provision of instructional materials, and policy reinforcement—are essential to enhance the quality of inclusive education. The results provided valuable insights for policymakers, education leaders, and training institutions in strengthening support mechanisms for teachers in rural schools.