Inception of Inclusion Model to Accommodate Diversity of Learners in One Private School

This qualitative descriptive study has the inception of an inclusion model to accommodate the diversity of learners in one private school among private school teachers in the Polillo District to propose a contextually relevant inclusion framework. Data were collected using in-depth semi-structured interviews conducted with private school teachers and analyzed through thematic analysis following a descriptive phenomenological approach. The findings reveal that there exists a bimodal student population with a substantial financial dependence on government grants and an array of degrees of visual, auditory, kinesthetic, and reading/writing learning styles. The major obstacle to teachers confronting differentiated instruction highlights a major deficiency in instructional resources, broken technology, limited laboratory materials, too few student textbooks, and heavy time requirements in lesson planning. Yet, overcoming these universally concerted barriers, the teachers have efficaciously used the resource-light techniques such as varied instruction (drawing on multimedia supports and student-centered, collaborative learning approaches) and demonstrated an ability to react dynamically to students back in the classroom. The study concluded with the Feasible and Contextually Relevant Inclusion Model, highlighting the necessity of institutional backing in resource provision, alongside focused professional development that will promote equitable learning for all students.