Abstract
Special education (SPED) training plays a critical role in equipping teachers with the knowledge, attitudes, and strategies necessary for inclusive teaching. Despite its importance, many general education teachers receive limited formal training in special education, which may affect their confidence and effectiveness in managing inclusive classrooms. Moreover, there is limited qualitative research that captures how such training, whether foundational or extensive, translates into actual classroom practice from the perspective of mainstream teachers. This qualitative study explored the impact of special education training on the implementation of inclusive practices in mainstream classrooms. Using a descriptive phenomenological approach, the research focused on the lived experiences of mainstream teachers to understand how their training influenced classroom strategies, instructional adjustments, and attitudes toward inclusion. The study utilized purposive sampling and involved five (5) Grade 1 and Grade 2 teachers from mainstream classrooms in the New Bataan District, Davao de Oro, Region XI. These participants were selected for in-depth interviews to provide rich, detailed accounts of their experiences. Phenomenological data analysis, specifically Colaizzi’s method, was used to analyze the data gathered. Findings revealed four major themes: limited yet foundational special education training, training promotes empathy and preparedness, differentiated instruction as a core inclusive strategy, and training fosters inclusive environments and informed interventions. While most teachers received only basic training, it significantly shaped their awareness and practice. The study highlights the need for deeper, more sustained professional development and institutional support to empower teachers in effectively addressing learner diversity. The insights gained provide valuable implications for teacher education programs, school leadership, and inclusive education policy.
