Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 7 (2025)

Navigating Inclusive Education: A Qualitative Study on the Challenges Faced by Special Needs Teachers in Policy Implementation

Mike Andrew Español | Hazel Jane Huliganga | Roy Fernandez | Ma. Leizel Velos | Gladys Dayot

Discipline: Education

 

Abstract:

This study explored how Special Needs Education (SNEd) teachers implement inclusive education through the lens of Bronfenbrenner’s Ecological Systems Theory. Using a qualitative research design, the study examined the lived experiences of six licensed SNEd teachers from public elementary schools in Davao City. Semi-structured interviews revealed how interactions across various ecological systems the microsystem, mesosystem, exosystem, macrosystem, and chronosystem influence the implementation of inclusive practices. Thematic analysis revealed five major categories: adapting teaching strategies, engaging in collaborative support, navigating institutional policies, addressing societal attitudes, and evolving teacher perspectives. Findings emphasized the significant role of stakeholder collaboration, policy clarity and flexibility, and cultural understanding in shaping inclusive environments. Teachers highlighted both the enabling and limiting factors they encounter, such as the lack of contextualized training, limited policy specificity, and the stigma surrounding disabilities in the local community. This study provides valuable insights that can guide educational leaders, policymakers, and practitioners in improving inclusive education efforts in the Philippines. It underscores the need for stronger collaboration, localized policy support, and sustained teacher development to meet the diverse needs of learners with disabilities.



References:

  1. Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4–5), 295–308. https://doi.org/10.1080/13603110500430633
  2. Ball, S. J. (2012). Global Education Inc.: New policy networks and the neoliberal imaginary. Routledge. Retrieved from https://www.routledge.com/Global-Education-Inc-New-Policy-Networks-and-the-Neoliberal-Imaginary/Ball/p/book/9780415684101
  3. Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International. https://docslib.org/doc/12790035/a-guide-for-designing-and-conducting-in-depth-interviews-for-evaluation-input
  4. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. Retrieved from https://docs.edtechhub.org/lib/HZGL4BHS
  5. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). https://www.ccsenet.org/journal/index.php/elt/article/view/0/39044
  6. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). https://catalog.libraries.psu.edu/catalog/19568040
  7. Department of Education – Davao City Division. (2021). Inclusive Education Initiatives in Davao City. DepEd Regional Office XI.
  8. Department of Education. (2009, July 6). DO 72, s. 2009 – Inclusive Education as Strategy for Increasing Participation Rate of Children. Retrieved from https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/
  9. Department of Education. (2019, August 22). DO 21, s. 2019 – Policy Guidelines on the K to 12 Basic Education Program. Retrieved from https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/
  10. Department of Education. (2021, November 2). DO 44, s. 2021 – Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program. Retrieved from https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/
  11. Department of Education. (2022, June 17). DO 26, s. 2022 – Implementing Guidelines on the Establishment of School Governance Council. Retrieved from https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/
  12. Ecoben, M. E. (2019). Readiness of public-school teachers in handling inclusive education. IOER International Multidisciplinary Research Journal, 1(2), 1–9. https://www.ssrn.com/abstract=3414254
  13. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press. Retrieved from https://eric.ed.gov/?id=ED454322
  14. Erten, Ö., & Savage, R. S. (2012). Moving forward in inclusive education research. International Journal of Inclusive Education, 16(2), 221–233. https://doi.org/10.1080/13603111003777496
  15. Espeño, S. R., Babiano, E. H., & Bucoy, M. L. R. (2024). Issues and challenges of implementing the SPED curriculum in the Philippines: A systematic literature review. Jurnal Inovasi Pendidikan, 2(4), 1–15. https://doi.org/10.60132/jip.v2i4.390 
  16. Florian, L., & Black‑Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
  17. Hai, N. X., Villa, R. A., Tac, L. V., Thousand, J. S., & Muc, P. M. (2020). Inclusion in Vietnam: More than a quarter century of implementation. International Electronic Journal of Elementary Education, 12(3), 257–264. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1088
  18. Kenny, N., McCoy, S., & O’Higgins‑Norman, J. A. (2023). Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision. Education Sciences, 13(9), 959. https://doi.org/10.3390/educsci13090959
  19. Kim, J., Florian, L., & Pantić, N. (2020). The development of inclusive practice under a policy of integration. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1773946
  20. Lebeco, E. E., & Verano, M. L. E. (2023). Teachers’ perceptions on the implementation of inclusive education in public elementary schools in Northern Samar. International Journal of Research and Innovation in Social Science, 6(3), 1003–1012. Retrieved from https://rsisinternational.org/journals/ijriss/articles/teachers-perceptions-on-the-implementation-of-inclusive-education-ie-in-public-elementary-schools-in-northern-samar
  21. McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students (3rd ed.). https://www.pearsonhighered.com/assets/preface/0/1/3/2/0132658208.pdf
  22. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed‑method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
  23. Pizana, R. F. (2022). Collective efficacy and co‑teaching relationships in inclusive classrooms. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1812–1825. https://doi.org/10.11594/ijmaber.03.09.22
  24. Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education, 41(8), 118–134. https://doi.org/10.14221/ajte.2016v41n8.7
  25. Susilana, R., Nugraha, R., & Rahmat, A. (2022). Inclusive education policy and practice in Indonesian schools: Issues and implications. International Journal of Educational Research Open, 3, 100149.
  26. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD. https://www.sciepub.com/reference/316134
  27. Turner, D. W. III. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760. https://doi.org/10.46743/2160-3715/2010.1178
  28. UNESCO. (2021). Reimagining our futures together: A new social contract for education. International Commission on the Futures of Education, United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000379707
  29. Slee, R. (2011). The Irregular School: Exclusion, Schooling and Inclusive Education. https://www.taylorfrancis.com/books/mono/10.4324/9780203831564/irregular-school-roger-slee

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic