Abstract
The purpose of this study is to ascertain the challenges encountered and coping strategies used by teachers in implementing SPED inclusive education program in public elementary schools of the third congressional district in thedivision of Quezon. It also covered the types of Learners with Special Educational Needs (LSEN), the teaching strategies utilized by teachers, challenges encountered, and the coping strategies used by teachers to address the challenges theyencountered. This study used judgment or purposive sampling in choosing eight teachers who implement the SPED inclusive education program in third congressional district of Quezon. This study utilized qualitative research method and structured interview guide in gathering needed information to better understand the challenges encountered and coping strategies that teachers used in implementing SPED inclusive education program. It is revealed in the study that learners with Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder (ADHD), and Dyslexia are the major types of learners with special educational needs that are handled by teachers in SPED inclusive education program. The commonteaching strategies that teachers use when they instructing learners are the following: using visual aids, educational videos, positive reinforcement, simplification of the lesson, consistent routines, peer tutoring, giving clear instructions, giving written handouts, reading materials, repeated instructions, multiple examples, using individualized learning instructions, cooperative and experimental learning. Majority of the teachers agreed that positive reinforcement is the best teaching strategy in SPED inclusive education program by focusing on strengths, encouraging desired behaviors, and fostering a positive learning environment, teachers can support the holistic development of the learners. When it comes in the challenges, the following: dealing with behavioral problem of the LSEN, communication challenge, lack of parentalinvolvement, lack of materials, and dealing with chronic absenteeism are among the challenges teachers encountered. Furthermore, the coping strategies used by teachers to address the challenges they encountered are the following: using differentiated instructions, having emotional understanding, professional development, positive instructions, being relaxed, seeking assistance and encouragement. Most of the teachers stated that the best coping strategy for dealing with the challenges they faced is having emotional understanding. Based from the results of the study, the researcher developed the intervention program, which is advised to use as a support in better implementing SPED inclusive education programs for learners with special educational needs.
