Abstract
DepEd Order No. 26, s. 2013 promotes inclusive education by ensuring equitable access for all learners, including those with special needs. While MAPEH subjects are interactive and physical, they provide opportunities for LSEN to engage, express themselves, and develop essential skills. This study explores the lived experiences of MAPEH (Music, Arts, Physical Education, and Health) teachers in educating learners with special educational needs (LSEN) in Kabacan National High School, Osias High School and Aringay High School, Kabacan, North Cotabato. Using a qualitative-phenomenological transcendental research design, the study involved ten (10) randomly selected participants. Data was collected through semi-structured interviews and analyzed using thematic analysis. The study highlights the challenges and strategies in teaching LSEN in MAPEH. Teachers face difficulties in managing diverse classrooms, handling emotional and behavioral issues, and overcoming communication barriers. Teachers must balance the needs of LSEN and other students while managing behavioral and communication challenges, especially in movement-based activities like Physical Education. Teachers use Differentiated Instruction (DI), Universal Design for Learning (UDL), visual aids, and assistive tools to enhance engagement. They balance flexibility and structure while providing individualized support through the Zone of Proximal Development (ZPD). Ongoing training, collaboration with experts, and access to resources are crucial for effective inclusive education. Strengthening these areas will enhance MAPEH instruction for LSEN, ensuring a more inclusive learning environment. It is recommended that schools should provide continuous training, resources, and support for MAPEH teachers to effectively manage diverse classrooms, implement inclusive teaching strategies, and enhance learning experiences for LSEN.
