Exploring the lived experiences of teachers in collaboration to promote inclusive education

Allocation at minting

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This study explored the lived experiences of eight general education teachers in collaborating to promote inclusive education at Daniel Fajardo Elementary School in the Schools Division of Las Piñas City. It examined how teachers experienced collaboration with school administrators, colleagues, parents, and support personnel; the meanings they attached to these experiences; and the support they considered necessary for inclusive practice. A qualitative phenomenological design was employed. Data were generated through semi-structured interviews conducted in September 2026 and analyzed using Colaizzi’s seven-step phenomenological method. The analysis yielded eight major themes and 23 clusters: collaborative responsibility in supporting learners with special needs; professional growth through inclusive teaching experiences; supportive networks as foundations of inclusion; communication as a key element of effective collaboration; structural and resource challenges affecting collaboration; adaptive strategies in sustaining collaboration despite challenges; the need for structured collaboration systems and clear processes; and strengthening institutional support and professional capacity. Participants described collaboration as shared, relational, and continuing, but constrained by time, workload, resources, stakeholder availability, and access to specialists. They also identified the need for clear communication procedures, regular case conferences, shared documentation, professional development, and administrative support. These findings informed the proposed Synergetic Teacher Collaboration Plan for Promoting Inclusive Education. The plan is a proposed school-based output and has not been pilot-tested. The study concludes that sustained collaboration requires both teacher commitment and organizational conditions that enable coordinated support for learners. Keywords: inclusive education; general education teachers; teacher collaboration; lived experiences; phenomenology; Colaizzi’s method","abstract_source":"original","authors":["Liane Mae A. Abarsoza","Letecia E. Eludo, PhD"],"date":"2026-11-01","doi":"10.5281/zenodo.23865514","id":11204,"issue":1,"journal":{"issn":null,"name":"Asian Journal of General and Applied Studies"},"pdf_sha256":"f1c2a34185d79bb81bcb62a5f48b75a10b40f543fb06b83a3d6ad2d7b2153d2d","schema":"scimatic-article/1","title":"Exploring the lived experiences of teachers in collaboration to promote inclusive education","volume":1}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/11204.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(11204)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000002bc4"},"latest"]}'

The two must be equal (the second with a 0x in front).