📄 Abstract
Inclusive education is a global priority. However, its implementation presents significant challenges. This phenomenological study explores the lived experiences of Grade 7 teachers handling learners with learning difficulties. We identify key structural and pedagogical barriers that hinder effective teaching. Findings reveal that large class sizes, diverse ability levels, and chronic time constraints severely impact teacher well-being. Furthermore, they reduce overall instructional quality. Systemic support and institutional safety nets are vital. They protect educators and sustain inclusive programs.
📚 How to Cite:
Digal, Eva J. , Navarro, Blessed Jean V. , Gulam, Edward Ryan F. , VOICES FROM INCLUSIVE CLASSROOMS: A PHENOMENOLOGICAL STUDY OF GRADE 7 TEACHERS HANDLING LEARNERS WITH LEARNING DIFFICULTIES , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 489 - 490 ,