Navigating Inclusive Classrooms: A Phenomenological Study

This study explored the lived experiences of public elementary school teachers managing inclusive classrooms, focusing on how they support learners with diverse needs. Using a qualitative phenomenological design guided by Colaizzi’s framework, in-depth interviews were conducted with three experienced teachers. Analysis identified eight themes: professional transitions, managing classroom diversity, differentiated instruction, systemic challenges, professional growth, emotional commitment, resilience, and career stability, organized into four dimensions: professional, instructional, emotional, and institutional. Findings show that teachers continuously adapt instruction, develop resilience, and refine professional skills while navigating diverse learner needs and systemic constraints. Effective inclusive education emerges from the combined influence of professional development, instructional flexibility, emotional dedication, and institutional support. The study highlights the importance of teacher training, ongoing professional learning, and supportive school structures to sustain inclusive practices in public elementary schools.

inclusive education, phenomenology, differentiated instruction

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