Abstract
This study looked into the experiences of language teachers as represented by eleven (11) language teacher-participants in teaching Learners with Special Educational Needs (LSEN), particularly those with difficulties in speaking and hearing in an inclusive classroom. By employing descriptive-qualitative design, the results revealed that aside from the experiences, which generally challenging, other essential themes such as teachers’ preparations, which contain adjustments and considerations, and the best teaching practices, including philosophies of Humanism and Behaviorism; theories of Belongingness and Modeling; Whole-Class Approach; and strategies and techniques like Buddy System, One-on-One Mentoring and Lip Reading immersed. The study further identified enhancements, specifically on procedures and policies of the school in terms of advocacy, admission, manpower, orientation, sectioning, and tagging. It is recommended that with the gained insights, it might be possible to enhance the current mandate or develop a new, better mandate for the successful accommodation of LSEN and the implementation of inclusive education. By carefully examining and understanding the responses, workers in the education field may develop more beneficial and customized interventions to meet the fundamental needs of both teachers and students- regular and LSEN alike and enhance the effectiveness of inclusivity.
