III.

Scope and limitation

This study describes the lived experiences and training needs of receiving

teachers—general education teachers assigned to mainstream classes with one

or more learners with special needs—at Apelo Cruz Elementary School. The

study identifies the common challenges they encounter and the types of training

or support they believe are necessary to strengthen their competence in inclusive

classrooms. The results serve as the basis for developing a proposed action plan

that directly responds to their needs.

The scope of the study is limited to receiving teachers at Apelo Cruz

Elementary School who meet the following criteria: (1) they are currently

employed as general education teachers in the school; (2) they are handling or

have handled at least one learner with special needs in a mainstream class; (3)

they are willing to participate in interviews or a focus group discussion; and (4)

they have no formal SPED degree or certification, although those with limited

seminar or workshop exposure may still be included.

The study focuses exclusively on the perspectives of receiving teachers. It

does not include classroom observations, learner performance data, or feedback

from learners, parents, and administrators. As a qualitative study with a limited

number of participants from a single school, the findings are not generalizable to

all contexts. However, they are expected to provide valuable insights that can
inform professional development initiatives and inclusive education practices in

similar school settings.

IV. Significance of the Study

This study is significant as it sheds light on the real-life experiences and

professional development needs of receiving teachers who handle learners with

special needs in inclusive classroom settings. By capturing their voices and

challenges, the research helps identify gaps in training, knowledge, and support

that often go unnoticed in the implementation of inclusive education. The results

of the study will serve as a basis for a responsive action plan that can enhance

teacher competence and strengthen inclusive practices.

Specifically, this study will benefit the following:

Receiving Teachers. The findings will provide a platform for teachers to

express their concerns and share their firsthand experiences in handling diverse

learners. It will also help highlight the training and resources they need to be

more confident and effective in inclusive teaching.

School Administrators. The study will offer valuable insights that can

guide decision-makers in designing responsive training programs, professional

development activities, and support systems for teachers handling learners with

special needs. Administrators may also use the findings to strengthen

collaborations with SPED centers, local organizations, and education partners.

 Learners with Special Needs. Indirectly, the study will contribute to

improving the learning experiences and outcomes of mainstreamed learners with

disabilities by ensuring that their teachers are better equipped to meet their

individual needs.

Policy Makers and Program Developers. The study can serve as a

reference for the development of localized in-service training programs and

future policies that promote inclusive education at the school level. It is aligned

with DepEd’s continuing efforts to strengthen inclusive education through the

Learning Action Cell (DepEd Order No. 35, s. 2016), NEAP-recognized

professional development (DepEd Order No. 001, s. 2020), and the National

Teachers’ Upskilling and Reskilling Program (DepEd Memorandum No. 50, s.

2020).

Partner Agencies and Organizations. This study also has implications

for agencies and organizations working toward inclusive education and child

development. Partnerships with groups such as Special Olympics Philippines,

non-governmental organizations advocating for disability rights, and SPED

resource centers can be strengthened by the findings of this research, which

highlight the areas where teacher support and capacity-building are most

urgently needed.

Future Researchers. The results of this action research may serve as a

basis for similar studies in other schools or contexts, particularly those aiming to

improve inclusive education through teacher empowerment.

 Ultimately, this study promotes a more inclusive, supportive, and learner-

centered educational environment—aligned with DepEd’s commitment to

inclusive education and the rights of all learners to quality and equitable learning

opportunities.

V. Research Questions

This study explores the experiences and training needs of receiving

teachers in handling learners with special needs as a basis for an action plan.

To guide the direction of the study, the following research questions were

addressed:

1. What challenges do receiving teachers encounter when supporting

learners with special needs?

2. How do receiving teachers perceive their preparedness in managing

learners with special needs?

3. What specific training areas do receiving teachers identify as necessary for

effectively handling learners with special needs?

4. Based on the findings, what action plan may be proposed to support

receiving teachers in inclusive classrooms?

VI. Methodology

This chapter presents the methodology used to explore the lived

experiences and training needs of receiving teachers handling learners with

special needs. The study follows a qualitative research approach grounded in

phenomenology, which describes and interprets participants’ firsthand

experiences. The following sections outline the research design, participants,

data gathering instrument, data gathering procedure, ethical considerations, and

data analysis plan.

Research Design

This study employed a qualitative research design, specifically using a

phenomenological approach. Phenomenology is concerned with exploring how

individuals experience a particular phenomenon—in this case, the challenges

and training needs of receiving teachers handling learners with special needs in

inclusive classrooms. This design is appropriate because it allows a deep,

empathetic understanding of participants' lived experiences, including their

emotions, perceptions, coping strategies, and unmet needs.

By focusing on the subjective realities of receiving teachers,

phenomenology helps uncover the meanings they attach to their daily encounters

with inclusion—insights that are often overlooked in quantitative or surface-level

qualitative studies. Through rich, detailed narratives obtained via in-depth

interviews, this study aims to identify common themes across different

experiences. These themes serve as a valuable foundation for crafting a

responsive and practical school-based training and support action plan.

 Phenomenology also aligns with the goal of this research: to give voice to

teachers whose experiences can inform more grounded, contextually relevant

interventions. Rather than testing hypotheses or measuring variables, the study

prioritizes understanding of lived realities in the complex, real-world environment

of public-school classrooms.

Research Participants

Participants are selected through purposive sampling. For this study,

receiving teachers are defined as general education teachers assigned to handle

mainstream classes with one or more learners with special needs, regardless of

prior SPED training.

To be included in the study, participants must meet the following criteria:

(1) they are currently employed as general education teachers at Apelo Cruz

Elementary School; (2) they are handling or have handled at least one learner

with special needs in a mainstream class; (3) they are willing to participate in an

in-depth interview or a focus group discussion; and (4) they have no formal

SPED degree or certification, although those with limited seminar or workshop

exposure may still be included.

 Initially, 10 to 15 teachers were invited to participate, to allow for possible

refusals or scheduling conflicts. From this pool, only 7 participants were

confirmed to participate in the actual data collection. This range is appropriate for

phenomenological research, which allows for rich descriptions of experiences.

Efforts were made to include participants from different grade levels, subject

areas, and years of teaching experience to ensure a diverse representation of

perspectives.

Data Gathering Instrument

A semi-structured interview guide was used as the main data-gathering

instrument for this study. The guide consists of open-ended questions carefully

crafted to elicit rich, detailed information about the lived experiences, instructional

challenges, coping strategies, and perceived training needs of receiving teachers

in inclusive classrooms. The use of open-ended questions allowed participants to

freely share their personal perspectives and provide deeper insights into their

situations.

To maximize the depth and diversity of responses, both individual

interviews and one focus group discussion (FGD) were conducted. The individual

interviews created a private and reflective space for teachers to narrate their
personal experiences, while the FGD encouraged collaborative discussion and

the emergence of shared themes or contrasting perspectives among the

participants. This combination of methods is expected to enhance the validity of

the findings by capturing both individual and collective viewpoints.

The interview guide was reviewed and validated by the school’s SPED

coordinator and English coordinator to ensure clarity, appropriateness, and

alignment of objectives. With the participants’ informed consent, all sessions will

be audio-recorded, and field notes will be taken to document relevant non-verbal

cues and contextual information that may enrich the analysis.

Data Gathering Procedure

The researcher followed several steps to ensure systematic data

collection. First, a formal request for approval was submitted to the school

principal of Apelo Cruz Elementary School to conduct the study. Upon approval,

the researcher identified potential participants who met the established criteria.

These teachers were invited personally, and the purpose of the study was

explained to them in detail. Each invited participant was provided with an

informed consent form, which outlined the objectives of the research, the

voluntary nature of participation, the right to withdraw at any time, and the

measures taken to ensure confidentiality. Only those who signed the consent

form were included in the study.

 Once consent was secured, the researcher set interview and focus group

schedules based on the availability of the participants. Both the individual

interviews and the focus group discussion (FGD) were conducted in a quiet and

private location within the school premises, such as the faculty room, guidance

office, or a vacant classroom, in order to provide a comfortable environment that

encourages honest and open sharing of experiences. Each interview and the

FGD lasted approximately thirty to forty-five minutes, depending on the flow of

the discussion and the willingness of the participants to elaborate on their

responses.

During the sessions, the researcher used a semi-structured interview guide

to ensure that all research questions were covered while still allowing flexibility

for participants to expand on their responses. With their consent, the interviews

and FGD were audio-recorded for accuracy, and field notes were taken to

capture non-verbal cues, contextual observations, and significant points that may

enrich the interpretation of the data.

After completing all interviews and the FGD, the researcher transcribed the

recordings verbatim. To ensure the trustworthiness of the data, transcripts were

returned to the participants for member checking. This process gave participants

the opportunity to review their responses, confirm accuracy, and clarify or expand

their statements if necessary. Once verified, the transcripts were finalized and

organized in preparation for thematic analysis.

Ethical Considerations

This study observed strict ethical standards to safeguard the rights of

participants. Permission to conduct the research was secured first from the

school principal of Apelo Cruz Elementary School, in line with DepEd research

guidelines. Informed consent was obtained from all participants after explaining

the objectives of the study, the voluntary nature of their participation, and their

right to withdraw at any time without penalty.

Confidentiality was ensured by using pseudonyms in transcripts and

reports; all audio recordings, field notes, and documents were stored securely

and destroyed after the study’s completion. Participants were also informed that

they may decline to answer any question they find uncomfortable.

The study was guided by the ethical principles of respect for persons,

beneficence, and justice, ensuring that participants’ dignity is protected, potential

risks are minimized, and the benefits of the research are directed toward

improving inclusive education practices.

Data Analysis Plan

The data gathered from the interviews and focus group discussions were

analyzed using thematic analysis. Following Braun and Clarke’s (2006) six-step

approach, the researcher (1) familiarized herself with the data through careful

reading of transcripts, (2) generated initial codes, (3) searched for recurring
patterns, (4) reviewed and refined themes, (5) defined and named the themes,

and (6) produced the final report.

To ensure trustworthiness, transcripts underwent member checking,

allowing participants to verify the accuracy of their responses. The themes

identified not only describe the lived experiences of receiving teachers but also

highlight their specific training needs. These findings served as the direct

foundation for developing a responsive school-based action plan that addresses

the challenges of inclusive education.