Exploring the Real-Life Issues and Challenges in an Inclusive Classroom through the Lens of General Education Kindergarten Teachers and Parents: A Qualitative Study

Abstract

This qualitative-phenomenological study determined the experiences of general education (Gen Ed) kindergarten teachers in a SpEd school in Davao del Norte handling inclusive classes. The purpose of this study explored and understand the Gen Ed kindergarten teachers experiences and perspectives, particularly on the issues and challenges of handling diverse learners in an inclusive classroom. This research is extracted through various theories Self- Efficacy, Behaviorism, Cognitivism, and Constructivism in inclusive education (IE) practices. The participants of the study were four (4) general education kindergarten teachers and three (3) parents of kindergarteners who participated in the in-depth interview and focus group discussion. They were selected through a purposive sampling technique. The data gathered from IDI and FGD were analyzed through thematic analysis. The trustworthiness of this study was strictly employed. The issues that emerged in the problem namely: inadequate understanding of inclusive education teachers and parents (diversity of earners), the difficulty of referral to special education specialists because of in-denial parents, class size, lack of training of teachers, and limited instructional materials. To address the issues and challenges they shared ways: seek support from SpEd teachers, employ reinforcement and reward system, differentiated instruction, and maximize learning materials. They also pointed out insights they could share with others: inclusion develops socio-emotional skills of diverse young learners, inclusion increases teachers competence and inclusion builds strong relations among Gen Ed kindergarten teachers, SpEd teachers, and parents. Based on the results, they implied that the DepEd, school administrators, Gen Ed kindergarten teachers, SpEd teachers and parents should have a sincere commitment to the implementation and continuous improvement of IE, particularly in the kindergarten level to address the issues and challenges in an inclusive classroom.