Authors : Jhona I. Bernardo

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/2zm5sftv

Scribd : https://tinyurl.com/277sxe58

DOI : https://doi.org/10.38124/ijisrt/25oct249

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Abstract : This study explored the perspectives of elementary teachers on promoting inclusivity within their classrooms. Their shared experiences highlighted both the strategies they employed and the difficulties they encountered in fostering an inclusive learning environment. Ten (10) teachers from Bago Oshiro Elementary School in the Tugbok District, Division of Davao City, participated in the research. Data were gathered through in-depth interviews conducted via virtual meetings and limited face- to-face sessions, all carried out in accordance with standard health protocols. Guided by a phenomenological approach and analyzed thematically, the study revealed that the teachers primarily used differentiated instruction and collaborative learning as key strategies for inclusion. Meanwhile, the main challenges identified were limited awareness and insufficient resources. From these findings, two important insights emerged: the need for teacher training on inclusive practices and the provision of adequate learning materials. Ultimately, this study aimed to contribute valuable understanding of how teachers can effectively build inclusive classrooms, offering implications for improving the quality of education in schools.

Keywords : Creating Inclusive Classroom, Perspective, Elementary Grade Teachers.

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