Abstract
With the concept of inclusive education in the Philippines, learners with special educational needs (LSEN) are now being included in mainstream classrooms with the goal of equity and access for all. Some general education teachers, however, experience difficulties in implementing inclusive strategies due to a lack of training, large class sizes, and limited resources. With the continuing rise in classroom diversity, it becomes necessary to understand and enhance the methods deployed in teaching LSEN. This study examines the existing instruction solutions and facilities provided in some primary schools to guide the formulation of improved mainstream classroom activities that would help both LSEN and the learners during the mainstreaming program. This quantitative descriptive study examined teaching strategies applied to learners with special educational needs (LSEN) in mainstream elementary classrooms to inform enhanced classroom activities. The study was conducted in a public school district in Cebu Province, Philippines, and involved 30 general education teachers who had LSEN in their classes. Data were gathered using a 25‑item researcher‑developed questionnaire with a 4‑point Likert scale and analyzed using frequencies, percentages, and weighted means. Respondent demographics indicated that 60% were aged 20–29 years, and most taught lower primary grades. Teachers reported predominantly positive perceptions of inclusion (overall mean = 2.65), acknowledged the need for additional training and collaboration in instruction (overall mean = 3.24), and strongly endorsed classroom practices such as differentiated tasks, peer tutoring, and cooperative learning (overall mean = 3.68). Reported areas of student need clustered around behavioral (97%), cognitive (77%), communication (73%), and sensory (57%) domains. Supports deemed most critical included expanded resources, added time for planning, smaller class sizes, and ongoing professional development (overall mean = 3.55). The findings suggest that co‑teaching models, deliberate differentiation, and structured peer‑supported activities can strengthen inclusive practice while benefiting all learners. Schools may prioritize capacity‑building, resource allocation, and systematic collaboration among teachers, specialists, and families when designing mainstream activities for LSEN. Limitations include the small, single‑district sample and the reliance on self‑report data without inferential testing. Future research with larger samples, validated instruments, and hypothesis testing is recommended to evaluate the effectiveness of specific strategies over time. Future investigation on inclusion instructional strategies covering the special education teachers should be widened, and the quantitative ways and means should be introduced in the aspect of research.
