📄 Abstract
This study explored the experiences of kindergarten teachers handling learners with Special Education Needs in inclusive classroom settings in Malabog District, specifically focusing on how teachers support learners with Special Education Needs, the instructional strategies and classroom practices they use, and the challenges they encounter in inclusive classrooms. A qualitative case study design was employed involving nine purposively selected kindergarten teachers with direct experience in inclusive education. Data were gathered through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that teachers support learners through individualized and developmentally appropriate instruction, safe and nurturing classroom environments, and context-driven teaching practices. Teachers utilized differentiated instruction, structured classroom routines, and peer interaction strategies to address diverse learner needs. However, they also experienced challenges such as limited training in special education, lack of instructional resources, classroom management difficulties, and emotional and workload pressures. Despite these challenges, teachers demonstrated resilience, adaptability, and commitment in sustaining inclusive practices. Based on the findings, the study recommends strengthening teacher preparation programs, providing continuous professional development in inclusive education, improving instructional resources and support systems, and enhancing collaboration among teachers, school leaders, and parents to further support inclusive kindergarten education.
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📚 How to Cite:
Edsille Mae P. Paete , A STUDY ON KINDERGARTEN TEACHERS WITH LEARNERS WITH SPECIAL EDUCATION NEEDS , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 201 - 209 ,