Abstract
This qualitative study examined the lived experiences and perceptions of six Filipino public school teachers concerning the lack of training in supporting students with special needs in inclusive classrooms. The study was guided by Lev Vygotsky’s sociocultural theory, particularly the concept of the Zone of Proximal Development, to frame how teachers, like learners, require guided support to develop competencies for inclusive teaching. Using a descriptive-phenomenological design, data were collected through in-depth interviews and analyzed thematically to identify emerging patterns. The analysis revealed that most participants felt unprepared for inclusive education due to limited, overly theoretical, or non-contextual training. In response, teachers relied on peer collaboration, experiential learning, and self-initiated strategies to compensate for the training gaps. Emotional readiness emerged as a crucial yet often overlooked aspect of teacher preparedness, with many participants describing feelings of stress, frustration, and burnout. Nevertheless, their commitment to inclusive education remained strong, grounded in a sense of moral responsibility to serve all learners. The study highlighted the pressing need for practical, context-specific professional development and institutional structures that promote both continuous learning and emotional support for educators. It recommends integrating inclusive practices into pre-service training, encouraging collaborative learning communities, and addressing the socio-emotional well-being of teachers. The findings contribute to the improvement of policy and program development aimed at advancing inclusive education in the Philippine context.
