Exploring Teachers’ Preparedness and School Practices in Mainstreaming Learners with Special Education Needs

Educational Management

This study was conducted to explore teachers’ preparedness and school practices in mainstreaming learners with special education needs. A descriptive-phenomenological design was used to explore the lived experiences of teachers and administrators concerning the inclusion of students with special educational needs. Thematic analysis was employed to discern key themes and patterns (Merriam, 2016; Creswell & Creswell, 2019). In-depth interview was administered to 12 elementary school teachers of different schools handling mainstreamed learners with special education within the juridical territory under DepEd Region XII. The identified respondents are currently engaged with mainstreamed learners with special education needs. For qualitative analysis of the interview data, thematic analysis (Clarke & Braun, 2017) was employed. This method involved a systematic coding process to identify recurrent themes and patterns across the narratives of teacher-respondents. The analysis focused on capturing: How do teachers experience in relation to their teacher preparedness influenced their ability to teach mainstreamed learners with special education needs; what school practices find most supportive in helping mainstreamed learners with special education needs succeed; and in what ways teachers effectively collaborate with other staff members to support mainstreamed learners with special education needs? There are three (3) themes on effective ways to ensure better performance of mainstreamed learners with special educational needs that are consistent or generally or basically affirmed by the respondents, namely: collaboration among staff members, family engagement and school goals. While the less general and typical responses have bearing on this study, the researcher attempts to narrow down on the general themes that need closer attention and focused response. Collaboration among staff, strong family engagement, and well-defined school goals emerge as essential themes for ensuring the success of mainstreamed learners with special education needs. By fostering a collaborative school environment, actively engaging families, and setting clear goals, teachers can create an inclusive learning experience that is supportive and empowers all students to grow. Result also shows the general themes for Supportive School Practices: Facilitating Success for Mainstreamed Learners with Special Education Needs. There are four (4) themes that are consistent or generally affirmed by the respondents, namely: Teacher Training and Development; Differentiated Instruction and Resources; Regular Monitoring and Assessment; and Empowerment and Inclusion.

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