Abstract
This study examined the implementation of the Special Education Program (SPED) in public elementary schools within the West I and West II Districts, focusing on teachers' practices, strategies, beliefs, and attitudes. Conducted at Sgt. Miguel Canoy Memorial Central School, NAPOCOR Elementary School, and Suarez Elementary School, the research utilized a phenomenological approach to gain deeper insights into teachers’ real-life experiences in inclusive classrooms. During the fourth quarter of 2025, qualitative data were gathered through interviews and focus group discussions, offering a comprehensive view of the challenges and strengths associated with SPED implementation. Findings revealed that while teachers commonly used strategies like differentiated instruction, peer learning, and individualized support, they also faced barriers such as limited training, a lack of resources, and large class sizes. Despite these hurdles, many educators showed strong dedication and positive attitudes toward inclusive education. The study highlights the importance of ongoing training, stronger support systems, and better implementation of policies to improve SPED services. It offers practical insights for teachers, school leaders, and policymakers committed to creating more inclusive learning environments.
