Challenges and Coping Strategies of Technical-Vocational Teachers in Implementing Inclusive Education for Learners with Disabilities

Mylene D. Mabeza and EdD Jheny P. Villacruz
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Mylene D. Mabeza: Camarines Norte State College, Daet, Camarines Norte
EdD Jheny P. Villacruz: Camarines Norte State College, Daet, Camarines Norte

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 6, 457-466

Abstract: Inclusive education aims to provide equitable learning opportunities to all students, including those with disabilities. In the Philippine context, the integration of learners with disabilities (LWD) into mainstream technical-vocational education (TVE) classes poses significant demands on teachers’ preparedness, strategies, and resources. This study explored the challenges encountered by Technical-Vocational Education (TVE) teachers in implementing inclusive education for LWD under the K to 12 Strengthened Technical-Vocational Education Program and investigated how they coped with these challenges, the support provided by school administrators, and potential interventions. A qualitative-narrative research design was employed to collect and analyze the lived experiences of TVE teachers handling LWD in inclusive settings. Data were gathered through semi-structured interviews, focus group discussions, and classroom observations conducted at Mercedes High School, Camarines Norte. Thematic analysis was used to code and interpret the data. The findings revealed that TVE teachers face a range of challenges including inadequate teaching strategies, lack of appropriate learning materials, physical and behavioral issues among LWD, peer resistance, short attention spans, time constraints, assessment difficulties, and limited professional training. To address these, teachers adopted coping strategies such as developing simplified activity sheets, using ICT tools, individualized instruction, peer teaching, and heterogeneous grouping. Supports such as Brigada Pagbasa, reading and math literacy programs, and SPED support funds were identified. Teachers proposed key interventions such as hiring SPED teachers, conducting LWD profiling, and providing ready-made learning materials and targeted training. The study underscores the urgent need for systemic support to capacitate TVE teachers in delivering inclusive education. Enhancing teacher training, improving learning facilities, and developing resource materials tailored for LWD can significantly improve the implementation of inclusive education in technical-vocational contexts.

Date: 2025
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