Navigating Inclusive Classrooms: English Language Teachers’ Narratives of Teaching Students with Special Needs

Promoting equal learning opportunities for all students, including those with special educational needs (SEN), has become a global priority. Focused on inclusive education, this study explores secondary English teachers lived experiences and challenges in supporting students with special needs in mainstream classrooms at Lutayan National High School. Participants were selected based on having at least five years of teaching experience and three consecutive years managing classes, including students with SEN. Employing a transcendental phenomenological research design, this qualitative study utilized semi-structured, face-to-face interviews to gather in-depth insights, guided by Moustakas’ approach to phenomenological inquiry. The findings revealed thirteen (13) emerging themes from the responses on the secondary English teachers lived experiences and contexts in inclusive education in English classrooms. They were all synthesized from 132 formulated meanings, 82 initial themes, and 45 clustered themes. It examines teachers' pedagogical strategies, behavior support, emotional rewards, student success, roles as inclusive educators, and ability to manage expectations and set achievable goals. Key challenges identified include insufficient classroom resources, inadequate teacher training, the need for greater collaboration, and social exclusion and bullying issues. Despite these challenges, English language teachers view themselves as evolving, inclusive educators, lifelong learners, advocates for special education, and collaborators overcoming obstacles in inclusive education. To meet these issues, this research proposes a Teacher Competency Enhancement Program (TCEP) that addresses immediate instructional and institutional challenges and supports the long-term development of English teachers as leaders in inclusive education. The results underscore the need for continuous training, enhanced collaboration, and greater organizational support. Future research is recommended to explore the impact of differentiated instruction and teacher collaboration on inclusive education and the role of institutional policies in shaping successful inclusive classrooms.