SNED Teachers’ Perspectives and Support System on Inclusive Classroom Environment

This study explored the perspectives of Special Needs Education (SNED) teachers and the support systems available to them within inclusive classroom environments. Using a transcendental phenomenological approach, the research examined how SNED teachers understand inclusion and how support systems influence their professional practice. Findings revealed that SNED teachers view inclusive classrooms as learner-centered and equitable spaces that promote belonging, safety, and individualized learning. However, support systems are unevenly implemented. Strong support is mainly derived from parents and external professionals, while administrative support remains limited and inconsistent. These conditions affect the effective implementation of inclusive education. The study further showed that support systems enhance SNED teachers’ instructional adaptability, confidence, and competence, while also expanding their roles to include mentoring general education teachers. However, challenges such as fragmented collaboration, increased workload, and overreliance on SNED teachers persist, indicating unequal distribution of responsibilities. Overall, the study concludes that while support systems contribute to inclusive education, their effectiveness is limited by weak coordination and lack of shared responsibility. Inclusive education remains largely dependent on SNED teachers rather than a fully collaborative institutional system.

SNED teachers, perspectives, support systems, inclusive classroom environment

1. Ainscow, M. (2021). Promoting inclusion and equity in education: Lessons from international experiences. Routledge. [Google Scholar] [Crossref]

2. Cruz, M. L. (2022). Challenges in implementing inclusive education among SPED teachers in public schools. Philippine Journal of Education, 98(2), 45–60. [Google Scholar] [Crossref]

3. Department of Education. (2017). Policy guidelines on the provision of educational programs and services for learners with disabilities in the K to 12 basic education program. DepEd. [Google Scholar] [Crossref]

4. De Guzman, R. P., & Villanueva, E. S. (2021). Collaborative practices in inclusive classrooms: Experiences of SPED teachers in public elementary schools. Asia Pacific Journal of Multidisciplinary Research, 9(3), 120–128. [Google Scholar] [Crossref]

5. Friend, M., & Cook, L. (2021). Interactions: Collaboration skills for school professionals (9th ed.). Pearson. [Google Scholar] [Crossref]

6. Kilag, O. K., et al. (2024). Structural challenges in special education in the Philippines: Implications for inclusive practice. International Journal of Educational Policy Research, 12(1), 34–49. [Google Scholar] [Crossref]

7. Lingayon, R. B. (2025). Instructional strategies in inclusive classrooms: Practices and challenges in Philippine schools. Journal of Educational Research and Practice, 15(1), 88–102. [Google Scholar] [Crossref]

8. Martin, J. P. (2026). Bridging policy and practice: The role of SPED teachers in inclusive education. International Journal of Special Education, 41(2), 55–70. [Google Scholar] [Crossref]

9. Montales, K. R. (2026). Resource gaps and assessment challenges in inclusive education in the Philippines. Philippine Education Review, 14(2), 22–39. [Google Scholar] [Crossref]

10. Moustakas, C. (1994). Phenomenological research methods. Sage Publications. [Google Scholar] [Crossref]

11. Raguindin, P. Z., & Ping, C. L. (2025). Teacher competencies for inclusive education in the Philippines. Asian Journal of Teacher Education, 3(1), 15–29. [Google Scholar] [Crossref]

12. Reyes, A. D., & Santos, M. L. (2023). Administrative support and teacher effectiveness in inclusive education. Philippine Journal of Educational Leadership, 10(1), 60–75. [Google Scholar] [Crossref]

13. Sharma, U., & Sokal, L. (2020). The impact of teacher self-efficacy on inclusive education practices. Teaching and Teacher Education, 88, 102961. https://doi.org/10.1016/j.tate.2019.102961 [Google Scholar] [Crossref]

14. Tagyamon, J. D., et al. (2025). Collaborative support systems in inclusive education in the Philippine context. Journal of Inclusive Education Studies, 5(2), 101–118. [Google Scholar] [Crossref]

15. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO. [Google Scholar] [Crossref]

16. West, E. A., & Solar, M. R. (2023). Teacher preparedness and inclusive education: Addressing gaps in practice. International Journal of Inclusive Education, 27(5), 567–583. https://doi.org/10.1080/13603116.2021.1879954 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study