Abstract
This study explored how Special Needs Education (SNEd) teachers implement inclusive education through the lens of Bronfenbrenner’s Ecological Systems Theory. Using a qualitative research design, the study examined the lived experiences of six licensed SNEd teachers from public elementary schools in Davao City. Semi-structured interviews revealed how interactions across various ecological systems the microsystem, mesosystem, exosystem, macrosystem, and chronosystem influence the implementation of inclusive practices. Thematic analysis revealed five major categories: adapting teaching strategies, engaging in collaborative support, navigating institutional policies, addressing societal attitudes, and evolving teacher perspectives. Findings emphasized the significant role of stakeholder collaboration, policy clarity and flexibility, and cultural understanding in shaping inclusive environments. Teachers highlighted both the enabling and limiting factors they encounter, such as the lack of contextualized training, limited policy specificity, and the stigma surrounding disabilities in the local community. This study provides valuable insights that can guide educational leaders, policymakers, and practitioners in improving inclusive education efforts in the Philippines. It underscores the need for stronger collaboration, localized policy support, and sustained teacher development to meet the diverse needs of learners with disabilities.
