Teachers' Perceptions of Learners with Learning Disabilities in Masara Child Find Policy: A Phenomenology

Inclusive education presented significant challenges globally, particularly for educators who navigated resource constraints and societal barriers. Despite initiatives like the Masara Child Find Policy in the Philippines, understanding teachers' perspectives on learners with disabilities remained underexplored, especially in Masara, Davao de Oro. This qualitative study employed in-depth interviews with five teachers actively involved in identifying and supporting students with disabilities at Masara Integrated School. Thematic analysis was used to identify patterns and themes within the data, guided by the phenomenological approach. Findings revealed teachers' perspectives on inclusive education, highlighting challenges in implementing the Masara Child Find Policy and supporting learners with disabilities. Teachers employed various strategies to identify and support students, yet faced obstacles such as limited resources and training. Despite challenges, teachers recognized the benefits of inclusive education for all learners. The study enhanced understanding of inclusive education within the Masara context, providing insights into teachers' perceptions and experiences. Recommendations included enhancing teacher training, resource allocation, and collaboration between stakeholders to promote effective implementation of inclusive education policies. These findings contributed to informed decision-making and policy formulation aimed at improving the educational experience of learners with disabilities in Masara and similar contexts.