Inclusive Practices: A Mixed Methods Inquiry into Junior High School Teachers’ Experiences with Learners with Disabilities

Abstract

Learners with disabilities (LWDs) continue to experience barriers to equitable education in mainstream classrooms due to teachers’ limited training, insufficient resources, and persistent social stigma. These conditions challenge the realization of inclusive education policies such as Republic Act 11650 in the Philippines. This study aimed to explore the lived experiences and inclusive practices of selected Junior High School teachers in shaping just, equitable, and democratic classrooms for learners with disabilities. Using a sequential exploratory mixed methods design, the study first employed qualitative interviews with eight purposively selected teachers, followed by the development and pilot testing of a quantitative instrument grounded in the qualitative themes. Thematic analysis and reliability testing (Cronbach’s α = 0.731) were conducted to ensure validity and internal consistency. Findings revealed that teachers foster inclusivity through collaboration, differentiated instruction, peer support, and reflective practice despite lacking formal training in special needs education. They encountered emotional and behavioral challenges but demonstrated patience, adaptability, and empathy in managing diversity. Dialogical learning and praxis emerged as central to cultivating students’ critical consciousness, while advocacy practices reinforced empathy, respect, and social responsibility among learners. The study confirmed that inclusive teaching is a transformative process shaped by teachers’ continuous reflection and emotional engagement. The study concludes that critical pedagogy effectively informs inclusive classroom practices by integrating reflection, dialogue, and action. Its implications emphasize the need for sustained professional development in inclusive education and stronger institutional support for teachers. Future research is recommended to expand the model across diverse school settings and to further validate the developed instrument through confirmatory factor analysis and large-scale implementation.