Abstract
This study explored the challenges faced by kindergarten teachers in implementing inclusive education in the District of Dinalupihan. Using a descriptive qualitative method, the research captured the lived experiences, perceptions, and insights of 13 public kindergarten teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed six key themes: the need for effective identification and tailored support for diverse learners, challenges in creating inclusive classroom environments, the role of collaboration and community engagement, the importance of professional growth and access to resources, systemic and contextual barriers, and the critical role of specialist support. Teachers reported difficulties such as limited training, lack of resources, insufficient specialist access, and emotional strain, all of which hindered the delivery of inclusive practices. Despite these challenges, teachers demonstrated resilience and a strong commitment to inclusive education. The study recommends localized training programs, strengthened collaboration, improved support systems, and responsive policies to bridge the gap between inclusive education ideals and classroom realities.
