Handling Diverse Learners from the Experiences of Teachers in Inclusive Education

MARLYN O. CASAL; ROEL P. VILLOCINO

doi:10.36948/ijfmr.2025.v07i04.53377

Handling Diverse Learners from the Experiences of Teachers in Inclusive Education

Author(s)	Ms. MARLYN O. CASAL, Dr. ROEL P. VILLOCINO
Country	Philippines
Abstract	This study explores the experiences, challenges, coping mechanisms, and insights among teachers in the Loreto District. Findings reveal that the typical day in the classroom when working with learners with varying needs is full of adjustments, struggles, tiring, and welcoming. However, some of the adjustments made in lessons to support students with different learning profiles include using differentiated activities, modifying, and simplifying. The experience significantly shaped an inclusive teaching approach, including personalizing support, never neglecting answers, adjusting to unique learning needs, modifying instructions, explicit teaching, reteaching, and adaptation. Experiences in Inclusive Education that Encourage Learners to do Better in Class include boosting confidence, celebrating small wins, showing belonging, providing feedback, reinforcement, and giving special attention and appreciation. Some difficulties often encountered in supporting diverse learners in the classroom include a lack of support from parents, a lack of materials, difficulty finding effective strategies, difficulty managing diverse learners, and difficulty with students' attitude and behavior. However, there are misunderstandings from parents, peers, and even administrators regarding inclusive practices, such as unrealistic expectations, lack of respect and collaboration, stigma and separation, denial and resistance, and misunderstanding of support. The specific situation of inclusive education makes a meaningful difference for a student, such as seeing students improve and grow, increasing students' participation, seeing students understand, and being happy with the lesson. The Areas for improvement in inclusive education include teacher training awareness, emotional and moral support, additional personnel to cater to diverse needs, instructional materials, assistance devices, and practical life skills. The guidance for beginning teachers to work in inclusive classrooms is to be more patient, creative, observant, and resourceful, embrace continuous learning, be dedicated and not lazy, celebrate small wins, and identify students' strengths.
Keywords	elementary education, inclusive education, diverse learners, teachers’ experiences, challenges, coping mechanisms, insight, phenomenological study, Philippines
Field	Sociology > Education
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-08-13
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.53377
Short DOI	https://doi.org/g9w5cs

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 4 Cover Page Vol 7 Isu 3 Cover Page Vol 7 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Handling Diverse Learners from the Experiences of Teachers in Inclusive Education

Share this