INCLUSIVE CLASSROOM STRATEGIES AND PRACTICES AMONG TEACHERS OF BANI EAST INTEGRATED SCHOOL

Abstract

The educational landscape has increasingly embraced the principles of inclusivity, recognizing the importance of accommodating diverse learners within the classroom. This study investigated the inclusive classroom strategies employed by 14 elementary teacher respondents at Bani East Integrated School in Bani Pangasinan and their impact on students' development. Through a purposive sampling technique, researchers gathered data on the educators' diverse perspectives on inclusive classroom practices. Moreover, it also aimed to address key questions concerning teacher profiles, learner characteristics, teaching strategies, challenges encountered, and benefits derived from these strategies. Using surveys and qualitative methods a multiple case study approach was used to delve deeper into essential questions surrounding teacher profiles, learner characteristics, and the intricate dynamics of inclusive classrooms. Results showed that most respondents were female and 50% were master's degree graduates and had been teaching for more than 16 years. In addition, the study also revealed that normal learners exhibit exemplary mental capacities, as indicated by mean scores ranging from 3.86 to 4.92. Also, they demonstrate adeptness in understanding instructions, maintaining focus during learning sessions, efficiently managing tasks, showcasing learning progress, and actively engaging socially within the classroom environment. Additionally, it is closely followed by their consistent demonstration of learning progress (4.12), effective task management (3.93), ease in comprehending instructions (3.86), and sustained focus during learning activities (3.86). Based on the results it is recommended that there should be continuous professional and culturally responsive training for inclusive classroom teacher and regular training assessment  and assessment for teacher.