Abstract
This study explored the experiences of general education teachers in handling Learners with Difficulty in Applying Knowledge. The study aimed to identify the barriers and strategies teachers encounter while also examining the positive outcomes of inclusive education practices. The purpose of the study was to investigate how general education teachers manage the academic and social inclusion of students with special needs and to uncover the impact of societal, instructional, and resource-related barriers on their teaching effectiveness. A phenomenological research design was employed, with data collected through semi-structured interviews from 16 general education teachers and were selected using purposive sampling. The researcher utilized Colaizzi’s (1978) seven-step process. Themes were analyzed to identify patterns in the problems faced and the strategies implemented. Findings revealed that teachers face significant barriers, such as lack of training, inadequate resources, overcrowded classrooms, and limited collaboration between general and special education staff. Additionally, teachers reported challenges in engaging parents, often due to socioeconomic factors, misconceptions, and cultural misunderstandings. However, positive outcomes were identified, including improved social interactions among students, enhanced self-confidence, and increased academic participation for learners with special needs. In conclusion, the study highlighted the importance of addressing resource gaps, improving teacher preparedness, and fostering better collaboration and parental involvement to improve inclusive education. The findings provided valuable insights for enhancing inclusive education practices and supporting both teachers and students.
