Teachers’ Strategies, Needs and Challenges in the Implementation of Inclusive Education

Ryan B. Baldove

doi:10.36948/ijfmr.2026.v08i01.67230

Teachers’ Strategies, Needs and Challenges in the Implementation of Inclusive Education

Author(s)	Ryan B. Baldove
Country	Philippines
Abstract	This study explored the strategies, needs, and challenges of teachers in implementing inclusive education in the Schools Division of Iloilo, Iloilo, Philippines, during School Year 2024–2025. Specifically, it aimed to describe the profile of teacher-respondents, determine the extent to which inclusive strategies are practiced in classrooms, identify teachers’ professional and resource-related needs, assess the challenges they encounter, examine significant differences based on selected demographic variables, and analyze the relationships among strategies, needs, and challenges. The respondents consisted of 377 randomly selected public elementary and secondary school teachers. Data were gathered through a researcher-developed questionnaire that underwent validation and pilot testing, and were analyzed using frequency, percentage, mean, rank, t-test, ANOVA, and Pearson r correlation at a 0.05 level of significance. Results showed that teachers practiced inclusive education strategies at a high level, with differentiated instruction, peer-assisted learning, and the use of adaptive materials emerging as the most commonly applied approaches. Teachers’ needs were rated very high, particularly in terms of specialized training, adaptive instructional materials, and assistive technologies, while challenges were rated high, with large class sizes, limited resources, and insufficient training identified as major concerns. Significant differences were found in strategies, needs, and challenges across selected profile variables, and correlation analysis revealed strong positive relationships among these variables. The findings underscore the importance of sustained professional development, adequate instructional resources, and strong institutional support to strengthen the implementation of inclusive education.
Keywords	Inclusive Education, Teachers’ Strategies, Teachers’ Needs, Teaching Challenges, Differentiated Instruction, Self-Efficacy, Professional Development.
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-23
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.67230

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Teachers’ Strategies, Needs and Challenges in the Implementation of Inclusive Education

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