In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijssh / 8-i10-32, Impac ac o - 8.007
Page No: 7817-7823
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7817
Explo ing Gene al Educa ion Teache s’ S a egic Class oom Managemen
in Inclusi e Educa ion
Cha maine B ylin M. Aguillon1, Le ecia E. Eludo, PhD.2
1Mas e o A s in Educa ion Majo in Special Educa ion, Uni e si y o Pe pe ual Help Sys em DALTA, Las Pinas Ci y,
Philippines
2Doc o o Philosophy in Special Educa ion, Uni e si y o Pe pe ual Help Sys em DALTA, Las Pinas Ci y, Philippines
ABSTRACT: This s udy explo ed he li ed expe iences o gene al educa ion eache s in applying s a egic class oom
managemen wi hin inclusi e educa ion se ings a F ancisca Ti ona Beni ez In eg a ed School in Imus Ci y, Ca i e. Guided by a
quali a i e phenomenological design, he s udy examined how eache s manage di e se class ooms, he challenges hey encoun e ,
he s a egies hey employ, and he ecommenda ions hey p o ide o enhance inclusi e p ac ices. Se en gene al educa ion
eache s pa icipa ed in in-dep h in e iews, and hei esponses we e hema ically analyzed. Findings e ealed ha eache s
balanced cu iculum demands wi h di e se lea ne needs h ough lesson modi ica ions, di e en ia ed ac i i ies, isual suppo ,
and an icipa o y planning, demons a ing c ea i i y, empa hy, and p o essional judgmen . Howe e , sys emic ba ie s, including
o e c owded class ooms, limi ed aining, sca ce esou ces, and insu icien ins i u ional suppo , o en hinde ed hei e o s.
Teache s employed p oac i e class oom managemen s a egies such as ein o cemen , pee collabo a ion, and s a egic g ouping,
emphasizing he ole o sha ed esponsibili y and communi y in ol emen . Based on hese insigh s, he s udy p oposed he
Aguillon S a egic Inclusi e Class oom Managemen F amewo k, a mul idimensional model in eg a ing p oac i e ins uc ion,
suppo i e class oom ecology, con inuous eache de elopmen , ins i u ional in as uc u e, and collabo a i e s akeholde
engagemen . The amewo k unde sco ed ha sus ainable inclusi e educa ion equi ed aligning eache inno a ion wi h s uc u al
in es men and collec i e esponsibili y, o e ing p ac ical guidance o os e ing equi able, dynamic, and engaging lea ning
en i onmen s o all lea ne s.
KEYWORDS: class oom managemen , inclusi e educa ion, li ed expe iences, phenomenological s udy, gene al educa ion
eache s
I. INTRODUCTION
Inclusi e educa ion had become a global impe a i e in he 21s cen u y, ad oca ing o equi able and quali y educa ion
o all lea ne s, ega dless o abili y, backg ound, o socio-economic s a us. Ancho ed in in e na ional decla a ions such as he
Salamanca S a emen and he UN Sus ainable De elopmen Goal 4, inclusi e educa ion p omo ed he in eg a ion o lea ne s wi h
disabili ies in o gene al educa ion class oom se ings. This app oach emphasized he emo al o lea ning ba ie s and he
p o ision o app op ia e suppo o ensu e all lea ne s could ac i ely pa icipa e and achie e in school.
In he Philippines, inclusi e educa ion was ein o ced by legal amewo ks such as Republic Ac No. 11650, also known
as he Inclusi e Educa ion Ac o 2022, which manda ed he inclusion o lea ne s wi h disabili ies in gene al educa ion schools.
Suppo ing policies om he Depa men o Educa ion, such as DepEd O de No. 72, s. 2009, u he unde sco ed he
go e nmen 's commi men o his agenda. These policies ad oca ed o he ans o ma ion o mains eam schools in o inclusi e
ins i u ions ha could accommoda e he needs o all lea ne s.
Howe e , despi e hese suppo i e amewo ks, he ac ual implemen a ion o inclusi e educa ion emained a challenge,
pa icula ly a he class oom le el. Many gene al educa ion eache s en e ed inclusi e class ooms wi hou adequa e p epa a ion o
mee he di e se needs o lea ne s wi h disabili ies. While inclusi e educa ion was a g owing global p io i y, eache educa ion
p og ams o en ell sho in equipping eache s wi h p ac ical s a egies o di e en ia ion, beha io managemen , and
indi idualized ins uc ion. This lack o aining could lead o unce ain y, s ess, and ine ec i e class oom p ac ices, especially
when eache s we e expec ed o accommoda e a wide ange o cogni i e and beha io al p o iles (Jab i, Aloda , Al-Hendawi, &
Ianniello, 2025).
Building on his conce n, ano he signi ican ba ie was he lack o essen ial esou ces wi hin inclusi e class ooms.
These se ings equen ly su e ed om a sho age o essen ial esou ces such as assis i e echnologies, adap i e ma e ials, and
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7818
suppo pe sonnel like pa ap o essionals o special educa ion co- eache s. Teache s migh ind hemsel es imp o ising wi h
limi ed ools, which comp omised he quali y o ins uc ion and lea ne engagemen . La ge class sizes u he exace ba ed he
issue, making i di icul o p o ide pe sonalized a en ion and main ain a s uc u ed lea ning en i onmen (Taghap & Pabalan,
2025).
In addi ion o esou ce cons ain s, beha io al and social in eg a ion challenges also complica ed class oom managemen .
Managing class oom beha io and os e ing social inclusion we e among he mos complex aspec s o inclusi e educa ion.
lea ne s wi h special needs migh exhibi beha io s ha dis up ed lea ning o challenge adi ional discipline me hods. Teache s
mus balance empa hy wi h au ho i y, o en wi hou specialized beha io al aining. Addi ionally, p omo ing posi i e pee
in e ac ions be ween lea ne s wi h and wi hou disabili ies equi ed in en ional planning and ongoing suppo , which many
eache s s uggled o implemen e ec i ely (Sanchez, 2023).
Compounding hese di icul ies was he igidi y o s anda dized cu icula. O en, such cu icula lacked he lexibili y
needed o accommoda e di e se lea ning s yles and paces. Teache s we e expec ed o mee cu iculum benchma ks while also
modi ying con en o lea ne s wi h a ying abili ies. This dual esponsibili y could be o e whelming, especially when cu iculum
guidelines did no p o ide clea pa hways o adap a ion. As a esul , some lea ne s migh be le behind o excluded om
meaning ul pa icipa ion in class oom ac i i ies. They u he s a ed ha some pa en s exp essed conce n ha inclusi e class ooms
migh hinde hei child’s academic p og ess, especially i hey pe cei ed lea ne s wi h disabili ies as dis ac ions. These a i udes
could c ea e ension be ween amilies and schools, unde mining collabo a i e e o s. Mo eo e , socie al misconcep ions abou
disabili y and inclusion could in luence class oom dynamics, a ec ing how lea ne s in e ac ed and how eache s el suppo ed in
hei oles (Taghap & Pabalan, 2025).
Beyond hese class oom-le el challenges, sys emic issues also hinde ed he e ec i e implemen a ion o inclusi e
educa ion. Al hough inclusi e educa ion was manda ed by policy in many coun ies, i s implemen a ion equen ly lacked
cohe ence and suppo a he school le el. Teache s migh ace unclea guidelines, inconsis en expec a ions, and minimal backing
om adminis a o s. Wi hou s ong leade ship and ins i u ional commi men , inclusi e p ac ices could become agmen ed o
okenis ic, lea ing eache s o na iga e complex challenges on hei own (Jab i, Aloda , Al-Hendawi, & Ianniello, 2025; Taghap &
Pabalan, 2025).
In he Philippine con ex , To es e al. (2024) emphasized ha he gap be ween policy and p ac ice was mos e iden in
he class oom, whe e eache s s uggled wi h limi ed aining, sca ce esou ces, and a lack o clea s a egic guidance on how o
manage inclusi e se ings. While inclusion was he na ional goal, he li ed expe iences o eache s e ealed pe sis en ba ie s
such as la ge class sizes, insu icien indi idualized suppo , and he absence o p o essional de elopmen ocused on special
needs educa ion. These issues poin ed o a c i ical need o esea ch ha ocused di ec ly on eache s, hei s a egies, pe cep ions,
and expe iences in inclusi e educa ion en i onmen s.
Agains his backd op, he s udy was si ua ed in F ancisca Ti ona Beni ez In eg a ed School (FTBIS), a public ins i u ion
in Imus, Ca i e ha implemen ed inclusi e educa ion. I sough o explo e he li ed expe iences o gene al educa ion eache s who
we e asked wi h managing inclusi e class ooms. Speci ically, i examined how eache s de eloped and applied s a egic
class oom managemen echniques o suppo he lea ning o lea ne s wi h special educa ional needs (SEN) alongside hei
ypically de eloping pee s.
By ocusing solely on eache s as he p ima y pa icipan s, his s udy also aimed o highligh hei cen al ole in he
success o ailu e o inclusi e p ac ices. I adop ed a phenomenological app oach o cap u e hei au hen ic oices, challenges,
insigh s, and ecommenda ions. The indings we e expec ed o p o ide e idence-based inpu o s a egic class oom managemen
amewo k ha suppo ed inclusi e educa ion a he class oom le el.
In conclusion, while inclusi e educa ion was ensh ined in law and policy, i s ealiza ion depended hea ily on he
e e yday ac ions and decisions o gene al educa ion eache s. This s udy i led "Explo ing Gene al Educa ion Teache s’ S a egic
Class oom Managemen in Inclusi e Educa ion," con ibu ed o he local discou se on inclusion by shedding ligh on he eali ies
aced by eache s and by iden i ying he s a egic class oom managemen amewo k ha could s eng hen inclusi e educa ion
implemen a ion in Philippine public schools.
II. RESEARCH QUESTIONS
1. Wha a e he li ed expe iences and challenges o gene al educa ion eache s in managing inclusi e class ooms,
pa icula ly in ela ion o aining, school policies, collegial suppo , and adminis a i e leade ship?
2. Wha class oom managemen s a egies and ecommenda ions do gene al educa ion eache s employ o e ec i ely add ess
he needs o lea ne s in inclusi e se ings?
3. Wha co e hemes eme ge om gene al educa ion eache s’ signi ican expe iences in managing inclusi e class ooms?
4. Wha insigh s can be d awn om gene al educa ion eache s li ed expe iences in using s a egic class oom managemen ?
5. Wha amewo k can be de eloped om eache s’ esponses o enhance hei s a egic class oom managemen ?
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7819
III. RESEARCH METHOD
The s udy had been conduc ed using a quali a i e phenomenological esea ch design me hod as i was deemed he mos
e ec i e way o unco e he e e yday li es o gene al educa ion eache s wo king in inclusi e class ooms. In his pape , he used
o phenomenology helped he in es iga o o know he pe cep ions, he comp ehension, and he eac ions o he gene al educa ion
eache s owa ds he managemen o he inclusi e class ooms which canno be ully ep esen ed by s a is ics o g aphs. The
p oduc ion o da a equi ed a me iculous and mo al p ocedu e o collec copious, dependable, and legi ima e accoun s o he
gene al educa ion eache s li ed expe iences in inclusi e class ooms. The subjec s o he s udy we e gene al educa ion eache s
om F ancisca Ti ona Beni ez In eg a ed School in Imus Ci y, Ca i e. Pu posi e sampling was employed in he selec ion o he
pa icipan s, assis ed by he c i e ia as ollows: (1) Cu en ly eaching in an inclusi e class oom se ing, (2) had a leas h ee yea s
o eaching expe ience, and (3) had pa icipa ed in a leas one aining o p o essional de elopmen p og am ela ed o inclusi e
educa ion. Mo eo e , di e si y ega ding g ade le el, subjec a ea, and eaching backg ound was conside ed o ob ain di e en
poin s o iew. The inal numbe o pa icipan s was se wi h consul a ion o da a sa u a ion. The in e iews had been analyzed by
hema ic analysis me hod.
IV. RESULTS AND DISCUSSION
P oblem 1. Wha a e he li ed expe iences and challenges o gene al educa ion eache s in managing inclusi e class ooms,
pa icula ly in ela ion o aining, school policies, collegial suppo , and adminis a i e leade ship?
Teache s’ expe iences highligh ha inclusi e educa ion is an ongoing p ocess ha demands cons an adap a ion,
c ea i i y, and emo ional dedica ion, as hey design, modi y, and di e en ia e lessons o accommoda e di e se lea ning needs.
Ac ing as bo h planne s and acili a o s, eache s balance cu iculum equi emen s wi h indi idual di e ences h ough lexible
lesson planning, isual suppo , and al e na i e lea ning ac i i ies, p ac ices suppo ed by She chenko e al. (2020), who
emphasize he dual pedagogical and empa he ic oles o inclusi e educa o s. Howe e , sys emic ba ie s such as o e c owded
class ooms, sca ce esou ces, and inadequa e aining, echoed by To es e al. (2024) and Bel an e al. (2025), limi hei
e ec i eness and con ibu e o s ess and a igue. In line wi h Mokhampanyane (2024) and Mpu and Adu (2021), he indings
indica e ha insu icien ins i u ional and p o essional suppo can lead o bu nou and dec eased eaching quali y. Teache s’
emo ional s uggles, including eelings o exhaus ion and inadequacy, u he a i m Yildiz e al.’s (2021) obse a ion ha low
ins i u ional backing unde mines mo ale and mo i a ion. Al hough policies like Republic Ac No. 11650 aim o s eng hen
inclusi e educa ion in he Philippines, he gap be ween policy in en and class oom eali ies emains e iden , suppo ing Sijuola
and Da ido a’s (2022) claim ha inclusion is o en be e in heo y han in p ac ice. Ul ima ely, he indings unde sco e ha while
eache s a e he p ima y ad oca es and implemen e s o inclusion, achie ing sus ainable and e ec i e inclusi e educa ion equi es
comp ehensi e sys emic e o ms ha align policy, aining, and class oom suppo .
P oblem 2. Wha class oom managemen s a egies and ecommenda ions do gene al educa ion eache s employ o e ec i ely
add ess he needs o lea ne s in inclusi e se ings?
Despi e he challenges encoun e ed in inclusi e class ooms, eache s exhibi ed ema kable c ea i i y and p ac icali y by
employing s a egies such as ein o cemen , pee collabo a ion, di e en ia ed ins uc ion, and s a egic sea ing a angemen s,
demons a ing hei adap abili y and s ong p oblem-sol ing skills. Thei app oaches highligh hei dual ole as bo h beha io
manage s and acili a o s o suppo i e lea ning en i onmen s whe e di e si y is espec ed, and e e y lea ne eels alued. This
p ac ice e lec s Vygo sky’s sociocul u al heo y, which iews lea ning as a socially media ed p ocess shaped by in e ac ion and
collabo a ion. The indings a e consis en wi h s udies by Sanchez (2023), F ancisco e al. (2020), and Ahmad e al. (2022), who
iden i ied ein o cemen , collabo a ion, and s uc u ed beha io al amewo ks as key componen s o e ec i e inclusi e eaching.
In he Philippine se ing, eache s’ c ea i e use o pee u o ing and posi i e ein o cemen , despi e challenges like o e c owded
classes and limi ed esou ces, demons a es hei esilience and deep commi men o inclusion. They also emphasized he need o
con inuous p o essional de elopmen , smalle class sizes, su icien lea ning ma e ials, and s onge ins i u ional suppo ,
indica ing ha sus ainable inclusion elies no only on eache ini ia i e bu also on sys emic and adminis a i e backing. These
insigh s echo he iews o Eklund e al. (2020), To es e al. (2024), and Bel an e al. (2025), who s ess he impo ance o well-
suppo ed sys ems, collabo a i e e o s, and balanced wo kloads in main aining inclusi e educa ion. Ul ima ely, he indings
po ay eache s as esou ce ul and dedica ed ad oca es o inclusion, ecognizing ha meaning ul and las ing success in inclusi e
educa ion can only be achie ed h ough sha ed esponsibili y and sus ained ins i u ional commi men .
P oblem 3. Wha co e hemes eme ge om gene al educa ion eache s’ signi ican expe iences in managing inclusi e class ooms?
The s udy e eals ou in e ela ed hemes ha collec i ely illumina e he complex eali ies o eache s managing
inclusi e class ooms.
Theme 1: Teache s as Planne s and Facili a o s o Inclusi e P ac ices emphasizes ha inclusion begins wi h p oac i e
planning and in en ional design. Teache s play dual oles as bo h planne s and acili a o s, an icipa ing he di e se needs o hei
lea ne s h ough lesson modi ica ion, adap a ion, and he use o isuals. By simpli ying asks, b eaking down ins uc ions, and
inco po a ing isual aids such as cha s and g aphic o ganize s, hey adhe e o he p inciples o Uni e sal Design o Lea ning
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7820
(UDL), which p omo es mul iple means o ep esen a ion o accommoda e di e se lea ning s yles and abili ies. Teache s also
p epa e al e na i e wo kshee s and di e en ia ed ac i i ies, ensu ing ha all lea ne s, including hose wi h disabili ies, can
pa icipa e meaning ully. This p ocess e lec s no jus pedagogical expe ise bu also emo ional sensi i i y and e hical
commi men , as eache s s i e o c ea e equi able lea ning en i onmen s despi e limi ed esou ces. The indings a e consis en
wi h Condeza and Mongas (2025), who asse ed ha inclusi e p ac ices a e g ounded no only in skill bu also in eache s’ alues
o espec and equali y; To es e al. (2024), who highligh ed he cons ain s imposed by o e c owded class ooms and lack o
ma e ials; and Mabeza and Villac uz (2025), who unde sco ed he need o ins i u ional backing o sus ain p oac i e inclusi i y
planning.
Theme 2: Challenges in Managing Inclusi e Class ooms exposes he sys emic and s uc u al ba ie s ha unde mine
eache s’ inclusi e e o s. O e c owded classes, beha io al challenges, and eache exhaus ion eme ge as key obs acles,
p e en ing eache s om o e ing indi idualized a en ion and main aining a balanced class oom dynamic. The lack o o mal
aining in special educa ion, combined wi h limi ed access o esou ces and assis i e echnologies, o ces eache s o ely hea ily
on imp o isa ion and pe sonal esou ce ulness. This si ua ion c ea es inequi y and bu nou , as inclusion becomes mo e
aspi a ional han a ainable in daily p ac ice. S udies by Sepadi (2025) and Ahmad e al. (2022) a i m ha he absence o
ins i u ional amewo ks such as Posi i e Beha io al In e en ions and Suppo s (PBIS) and di e en ia ed ins uc ion models
lea es eache s ill-equipped o manage di e si y e ec i ely. Mabeza and Villac uz (2025) u he highligh ha eache s’
imp o isa ion, hough c ea i e, is unsus ainable wi hou adminis a i e and ma e ial suppo . Hence, he heme unde sco es ha
inclusion is no me ely a pedagogical issue bu also a policy and esou ce p oblem ha demands sys emic solu ions.
Theme 3: S a egies o Add essing Di e se Lea ne Needs e lec he ingenui y and adap abili y o eache s in
main aining engagemen and inclusi i y despi e hese cons ain s. Teache s use ein o cemen and mo i a ion echniques, such as
p aise, ewa ds, and posi i e ecogni ion, o shape beha io and encou age pa icipa ion. These align wi h he p inciples o
Posi i e Beha io al In e en ions and Suppo s (PBIS), which emphasize p oac i e encou agemen o e punishmen .
Fu he mo e, eache s os e pee collabo a ion and g oup lea ning, pai ing lea ne s o di e en abili ies o p omo e mu ual
suppo and social de elopmen . D awing om Vygo sky’s Social Lea ning Theo y, hese p ac ices allow s onge lea ne s o
assis pee s wi hin hei zone o p oximal de elopmen , hus os e ing empa hy, communica ion, and sha ed esponsibili y.
S a egic g ouping and sea ing a angemen s also play a i al ole, as eache s delibe a ely o ganize he class oom o enhance
ocus, manage beha io , and acili a e pee help. These s a egies a e consis en wi h Co es e al. (2022), who ound ha
mo i a ion and social engagemen a e cen al o inclusi e class ooms; To es e al. (2024), who emphasized he impo ance o
eache and lea ne collabo a ion; and Awini (2025), who no ed ha p o essional de elopmen enhances eache s’ capaci y o
implemen di e en ia ed and lexible class oom s uc u es.
Finally, Theme 4: Recommenda ions o Imp o emen cap u es eache s’ collec i e call o sys emic and ins i u ional
e o ms o sus ain inclusi e p ac ices. Teache s s ongly ad oca e o con inuous p o essional de elopmen , pa icula ly wi h a
ocus on special educa ion (SPED), a he han isola ed wo kshops. Such ongoing aining equips eache s wi h upda ed, e idence-
based s a egies o di e en ia ed ins uc ion, beha io managemen , and assis i e echnology use. As Pe egil-Luba on (2024)
obse ed, many eache s in he Philippines possess only a mode a e unde s anding o inclusi e educa ion, highligh ing he
u gency o a ge ed, p ac ical, and con ex -based p o essional g ow h. Teache s also call o class size educ ion o allow
indi idualized a en ion and meaning ul eache –lea ne in e ac ions—an appeal suppo ed by Mpu and Adu (2021), who
demons a ed ha o e c owded class ooms hinde inclusi e p ac ices. Fu he mo e, eache s emphasize he need o mo e suppo
s a , such as SPED coo dina o s and eaching assis an s, o sha e ins uc ional and managemen esponsibili ies. This esona es
wi h Eklund e al. (2020), who ound ha inclusi e educa ion h i es when schools in es in collabo a ion, adequa e s a ing, and
ins i u ional suppo .
Ac oss hese hemes, he s udy e eals ha inclusi e educa ion is bo h a pedagogical endea o and a sys emic challenge.
Teache s demons a e dedica ion, c ea i i y, and empa hy as hey plan, modi y, and implemen inclusi e s a egies; howe e , hei
e o s a e o en cons ained by s uc u al issues beyond hei con ol. T ue inclusion, he e o e, equi es a sha ed commi men —
whe e eache s, adminis a o s, policymake s, and he communi y wo k collec i ely o p o ide he necessa y aining, esou ces,
and suppo sys ems. Only h ough his syne gy can inclusi e educa ion mo e om heo y o sus ained, meaning ul p ac ice,
ensu ing ha e e y lea ne — ega dless o abili y—is gi en an equi able oppo uni y o lea n, pa icipa e, and h i e.
P oblem 4. Wha insigh s can be d awn om gene al educa ion eache s’ expe iences in using s a egic class oom managemen ?
Based on he expe iences and e lec ions o gene al educa ion eache s, i e key hemes eme ged ha collec i ely
illus a e bo h he s eng hs and challenges o s a egic class oom managemen in inclusi e educa ion. These hemes e eal ha
while eache s exhibi ema kable adap abili y and empa hy in os e ing inclusion, sys emic gaps con inue o hinde he ull
ealiza ion o equi able lea ning en i onmen s.
Inclusion Begins wi h P oac i e Planning.
Teache s consis en ly demons a ed ha inclusi i y begins long be o e ins uc ion akes place—i equi es delibe a e
an icipa ion o lea ne s’ di e se needs h ough p oac i e lesson planning. Pa icipan s desc ibed p ac ices such as di e en ia ed
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7821
ac i i ies, lesson modi ica ions, and he in eg a ion o isual aids o ensu e equi able access o lea ning oppo uni ies. These
app oaches align wi h he p inciples o Uni e sal Design o Lea ning (UDL), which emphasize lexible and accessible
ins uc ional design o all lea ne s. Ju ado-De-Los-San os (2021) ound ha eache s’ adop ion o p oac i e o eac i e inclusion
s a egies is in luenced by socio-demog aphic ac o s such as age, expe ience, and school con ex . The s udy u he sugges ed ha
eache s h i e when suppo ed by leade ship, adap able policies, and p o essional au onomy, allowing hem o ake owne ship o
inclusi e planning. Simila ly, he p esen indings e eal ha Filipino eache s unde s and planning o di e si y as ounda ional o
bo h e ec i e ins uc ion and class oom managemen , as i minimizes beha io al dis up ions while maximizing engagemen .
S uc u al Ba ie s Hinde E ec i e Inclusion.
Despi e eache s’ esou ce ulness, sys emic ba ie s such as o e c owded class ooms, limi ed esou ces, and inadequa e
aining con inue o challenge inclusi e implemen a ion. Pa icipan s desc ibed how imp o isa ion and c ea i i y became su i al
ools in he absence o ins i u ional suppo , ye hese same e o s also led o exhaus ion and bu nou . This ension highligh s a
pe sis en gap be ween inclusi e educa ion policies and hei class oom eali ies. Jab i e al. (2025) iden i ied simila s uc u al
issues, no ing ha he absence o p o essional aining, igid cu icula amewo ks, and weak adminis a i e suppo a e majo
obs acles o e ec i e inclusion. The au ho s emphasized ha hese challenges s em no om eache de iciencies bu om
ins i u ional sho comings ha equi e policy e o ms, esou ce in es men s, and b oade public awa eness. In bo h con ex s, he
da a unde sco e he need o sus ained sys emic suppo o b idge he policy-p ac ice di ide in inclusi e educa ion.
Beha io and Mo i a ion a e Cen al o Inclusion.
Teache s highligh ed ha managing beha io and os e ing mo i a ion a e in eg al o he success o inclusi e class ooms.
Pa icipan s employed p aise, ewa ds, and pa en al collabo a ion as ools o encou age posi i e beha io and engagemen ,
s a egies consis en wi h he Posi i e Beha io al In e en ions and Suppo s (PBIS) amewo k, which p omo es ein o cemen
o e punishmen . Such app oaches ecognize ha inclusion is no me ely academic bu also emo ional and beha io al. Lo’s (2025)
s udy in Indonesia suppo s hese indings, showing ha posi i e ein o cemen and cul u ally esponsi e me hods enhance
mo i a ion and educe beha io al challenges, pa icula ly in esou ce-limi ed con ex s. The cu en indings a i m ha eache s
who in en ionally cul i a e mo i a ion and sel - egula ion among lea ne s c ea e class oom en i onmen s conduci e o inclusion
and collabo a ion.
Pee and Pa en Suppo S eng hen Inclusi e P ac ices.
Teache s also ecognized he powe o communi y-based app oaches, emphasizing pee -assis ed lea ning and pa en al
in ol emen as i al componen s o inclusion. Pa icipan s sha ed how pai ing lea ne s wi h di e en abili ies p omo es empa hy
and coope a ion, while pa en collabo a ion helps ein o ce posi i e beha io a home. This inding aligns wi h he s udy o Pauli e
and Manue (2025), which demons a ed he e ec i eness o Pee -Assis ed Lea ning S a egies (PALS) in imp o ing eading
comp ehension, lea ne con idence, and social in e ac ion. Thei esea ch shows ha when s uc u ed and suppo ed, pee and
pa en al in ol emen ex end he eache ’s capaci y, ans o ming he class oom in o a collabo a i e ecosys em whe e inclusion
h i es h ough sha ed esponsibili y. Simila ly, he eache s’ e lec ions highligh ha inclusi e educa ion lou ishes when i
ex ends beyond he class oom o include he ac i e pa icipa ion o amilies and pee s.
Sus ainable Inclusion Requi es Sys emic Re o m.
Finally, pa icipan s unde sco ed ha while pe sonal commi men is essen ial, sus ainable inclusion canno depend solely
on eache inno a ion. Calls o con inuous SPED- ocused aining, smalle class sizes, and addi ional suppo s a e lec
eache s’ unde s anding ha e ec i e inclusion is a sys emic endea o equi ing adminis a i e and policy-le el backing. To es e
al. (2024) ound ha inconsis en implemen a ion o inclusion in Philippine schools o en esul s om insu icien aining and
o e c owded class ooms, limi ing eache s’ capaci y o indi idualized suppo . The s udy ecommended sys emic e o ms and
equi able esou ce dis ibu ion o ensu e ha inclusion is bo h consis en and e ec i e. These pe spec i es esona e wi h he
cu en indings, a i ming ha ins i u ional in es men , no indi idual e o alone, is key o sus aining inclusi e p ac ices.
In sum, he indings po ay gene al educa ion eache s as esilien , adap i e, and deeply commi ed agen s o inclusion
who o en anscend limi a ions o ensu e ha lea ne s wi h di e se needs a e suppo ed. Howe e , hei expe iences also
illumina e ha inclusion is no pu ely a pedagogical issue bu a s uc u al and sys emic challenge. Sus ainable inclusi e educa ion
demands a cohe en amewo k ha in eg a es eache inno a ion wi h ins i u ional in es men , collabo a i e ne wo ks, and policy
e o ms. When schools align p o essional de elopmen , adminis a i e suppo , and class oom eali ies, inclusi e educa ion
becomes no me ely an aspi a ion bu an a ainable, endu ing p ac ice.
P oblem 5. Wha amewo k can be de eloped om eache s’ esponses o enhance hei s a egic class oom managemen ?
The Aguillon S a egic Inclusi e Class oom Managemen F amewo k o e s a comp ehensi e guide o eache s o
e ec i ely manage di e se and inclusi e class ooms, pa icula ly hose wi h lea ne s wi h special needs. G ounded in eache s
li ed expe iences, i p omo es a balanced app oach encompassing p oac i e lesson planning, suppo i e class oom ecology,
con inuous eache de elopmen , ins i u ional in as uc u e, and sha ed esponsibili y. The amewo k encou ages eache s o
an icipa e lea ne needs h ough modi ied lessons, isuals, and di e en ia ed ac i i ies while os e ing collabo a ion,
ein o cemen , and pee -assis ed lea ning o build a posi i e and inclusi e en i onmen . I unde sco es he necessi y o ongoing
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7822
SPED- ocused p o essional de elopmen and ins i u ional suppo h ough smalle class sizes, adequa e esou ces, and suppo
s a . Ul ima ely, i calls o collec i e collabo a ion among eache s, pa en s, adminis a o s, and policymake s o sus ain
inclusi e p ac ices. By in eg a ing bo h class oom-based s a egies and sys emic e o ms, he amewo k ad ances he goal o
c ea ing equi able, suppo i e, and sus ainable lea ning en i onmen s o all lea ne s.
CONCLUSIONS
The indings o he s udy led o se e al key conclusions ha collec i ely highligh he eali ies and equi emen s o
inclusi e class oom managemen among gene al educa ion eache s. Fi s , eache s demons a e ema kable commi men ,
c ea i i y, and empa hy in managing inclusi e class ooms; howe e , sys emic ba ie s such as o e c owding, limi ed aining,
sca ce esou ces, and insu icien ins i u ional suppo hinde hei e ec i eness and con ibu e o s ess and bu nou , emphasizing
he u gen need o s uc u al imp o emen s alongside indi idual eache ini ia i e. Second, eache s employ p oac i e and
p ac ical managemen s a egies—including ein o cemen , pee collabo a ion, di e en ia ed ins uc ion, and sea ing adjus men s,
ha cul i a e inclusi e, socially media ed lea ning en i onmen s. Despi e hei esilience and adap abili y, hey s ongly ad oca e
o sys emic suppo h ough con inuous p o essional de elopmen , smalle class sizes, su icien ma e ials, and addi ional s a .
Thi d, eache s li ed expe iences e eal ou in e ela ed dimensions o inclusi e class oom managemen : an icipa o y planning,
sys emic challenges, s a egic esponses o di e se lea ne needs, and ecommenda ions o imp o emen . These indings a i m
ha e ec i e inclusion equi es no only eache ingenui y bu also ins i u ional in e en ions such as SPED- ocused aining,
class size educ ion, and s onge adminis a i e and communi y pa ne ships. Fou h, while inclusi e class oom managemen
elies on p oac i e planning and adap i e s a egies, s uc u al cons ain s o en o ce eache s o imp o ise, highligh ing ha
sus ainable inclusion necessi a es sys emic suppo and sha ed accoun abili y, eache inno a ion alone canno compensa e o he
absence o ins i u ional in es men . Las ly, he Aguillon S a egic Inclusi e Class oom Managemen F amewo k p o ides a
holis ic and mul idimensional guide o p omo ing inclusion. By in eg a ing p oac i e ins uc ion, suppo i e class oom ecology,
con inuous eache g ow h, ins i u ional in as uc u e, and collec i e esponsibili y, he amewo k unde sco es ha equi able,
engaging, and dynamic lea ning en i onmen s can only be achie ed h ough coo dina ed e o s and sus ained sys emic suppo .
ACKNOWLEDGMENT
The esea che exp essed p o ound g a i ude and app ecia ion o all indi iduals who con ibu ed o he success ul
comple ion o he s udy. Special acknowledgmen was ex ended o D . Edua do C. Zialci a, Dean o he Uni e si y o Pe pe ual
Help Sys em DALTA - Las Piñas Campus G adua e S udies, o his p o essional guidance, and o D . Le ecia E. Eludo, he
esea che ’s ad ise , o he unwa e ing belie and dedica ion. G a i ude was also gi en o D . Ma y A gie Lyn So iano, D .
Neli a F. Belena, and D . Benjamin C. Siy, J ., he chai pe son, o hei mo i a ional suppo and cons uc i e eedback. The
UPHSD p o esso s we e app ecia ed o hei encou agemen in p omo ing eache s’ p o essional g ow h. The esea che also
hanked Si Home M. Mendoza, OIC Schools Di ision Supe in enden o Imus Ci y, along wi h D . Aida C. Bellon and D .
Elme M. Day i , adminis a o s o F ancisca Ti ona Beni ez In eg a ed School, o g an ing pe mission o conduc he s udy.
App ecia ion was gi en o D . Edwa d Padama, P o . Be na do N. Fe nandez II, Ms. Genisis Lyn S. To es, RPm, and M . Jo en
D. Baye a, CHRA, RPm, o hei assis ance in alida ing he esea ch ins umen s. The esea che also exp essed hea el hanks
o colleagues, iends, and amily membe s, including M . John Ch is ian O. Duma aog, Ms. K ys elle Bea S. Duma aog, M s.
Loida J. Voces, M s. Jonallie F. Cual e os, M s. Ge lie Vhie C. Quilicol, M s. Che iza U. Pa dilla, M s. Ma ia Te esa B.
Macahilas, M s. Kimbe ly Ca e I. A iesgado, and Ms. Donna Mae Raggmac, o hei in aluable suppo and assis ance. Deepes
lo e and g a i ude we e ex ended o he sons, Dominic U iel M. Aguillon and To y B ylle M. Aguillon, o being he inspi a ion
and mo i a ion o comple e he g adua e s udies. Abo e all, he esea che ga e hanks o Almigh y God o p o iding s eng h,
cou age, and guidance h oughou he jou ney.
REFERENCES
1) Ahmad, S., Malik, S. K., & Anwa , M. N. (2022). Posi i e beha io in e en ions and suppo s (PBIS): A amewo k o
p omo ing inclusi e class oom managemen . In e na ional Jou nal o Inclusi e Educa ion, 26(4), 512–528.
h ps://doi.o g/10.1080/13603116.2020.1779221
2) Awini, A. (2025). Di e en ia ed Ins uc ion as an Inclusi e P ac ice: Add essing he Needs o Lea ne s wi h Visual
Impai men in Ghanaian Basic Schools. In e na ional Jou nal o Resea ch and Inno a ion in Social Science, IX(V), 5257–
5269. h ps://doi.o g/10.47772/ij iss.2025.905000404
3) Bel an, R. B., San os, J. L., & C uz, M. P. (2025). Ba ie s o inclusi e educa ion: Pe spec i es om Philippine schools.
Asia Paci ic Jou nal o Educa ion, 45(2), 210–225.
4) Condeza, S. J. A. & Mongas, C. J. S. (2025). The ole o eache s in adap ing inclusi e educa ion. INTERNATIONAL
JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 08(05).
Explo ing gene al educa ion eache s’ s a egic class oom managemen in inclusi e educa ion
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7823
h ps://doi.o g/10.47191/ijm a/ 8-i05-79Jab i, A., Aloda , A. M., Al-Hendawi, M., & Ianniello, A. (2025). Challenges
acing gene al educa ion eache s in inclusi e class ooms in Qa a . F on ie s in Educa ion, 10.
h ps://doi.o g/10.3389/ educ.2025.1623453
5) Co es, J., Rami ez, P., & Dizon, M. (2022). Class oom managemen in i ual and physical se ings: Pe spec i es o
eache s in Sou heas Asia. Jou nal o Educa ional Resea ch and Inno a ion, 14(2), 55–70.
6) Eklund, K., Meye , L., & Way, S. (2020). Teache collabo a ion and inclusi e p ac ices: Pa hways o s uden success.
Jou nal o Special Educa ion Leade ship, 33(1), 25–39.
7) ancisco, A., Reyes, M., & Bau is a, A. (2020). Collabo a i e lea ning as an inclusi e eaching app oach in Philippine
class ooms. Asia Paci ic Educa ion Re iew, 21(3), 423–434.
8) Jab i, A., Aloda , A. M., Al-Hendawi, M., & Ianniello, A. (2025c). Challenges acing gene al educa ion eache s in
inclusi e class ooms in Qa a . F on ie s in Educa ion, 10. h ps://doi.o g/10.3389/ educ.2025.1623453
9) Ju ado-De-Los-San os, P., Colmene o-Ruiz, M. J., Valle-Fló ez, R. E., Cas ella y-López, M., & Figue edo-Canosa, V.
(2021). The Teache ’s Pe spec i e on Inclusion in Educa ion: An Analysis o Cu iculum Design. Sus ainabili y, 13(9),
4766. h ps://doi.o g/10.3390/su13094766
10) Lo, C. (2025). Teache s’ s a egies o building inclusi e class oom en i onmen s in social S udies: A case s udy o a u al
Indonesian school. AL-ISHLAH Ju nal Pendidikan, 17(2), 2566–2578. h ps://doi.o g/10.35445/alishlah. 17i2.7244
11) Mabeza, M. D., & Villac uz, J. P. (2025). Challenges and Coping S a egies o Technical-Voca ional Teache s in
Implemen ing Inclusi e Educa ion o Lea ne s wi h Disabili ies. In e na ional Jou nal o Resea ch and Scien i ic
Inno a ion, XII(V), 457–466. h ps://doi.o g/10.51244/ij si.2025.12060041
12) Mokhampanyane, T. (2024). Teache p epa edness in inclusi e class ooms: Challenges in p e-se ice aining. A ican
Jou nal o Inclusi e Educa ion, 5(1), 33–47.
13) Mpu, R., & Adu, E. (2021). Challenges o inclusi e educa ion in esou ce-cons ained schools. Jou nal o Educa ion and
Human De elopmen , 10(2), 67–78.
14) Pauli e, V. E. S., & Manue, R. V (2025). IJSSHR [Jou nal]. LINGUA Lumina ies, 08. h ps://www.ijssh .in/
15) Pe egil-Luba on, L. (2024). Awa eness and aining needs o eache s in inclusi e educa ion. In e na ional Jou nal o Social
Science and Human Resea ch, 7(06). h ps://doi.o g/10.47191/ijssh / 7-i06-92
16) Republic Ac No. 11650. (2022). An Ac ins i u ing a policy o inclusion and se ices o lea ne s wi h disabili ies in
suppo o inclusi e educa ion, es ablishing inclusi e lea ning esou ce cen e s o lea ne s wi h disabili ies in all school
dis ic s, municipali ies, and ci ies, p o iding o s anda ds o ecogni ion o p i a e special educa ion cen e s, and
app op ia ing unds he e o e. O icial Gaze e o he Republic o he Philippines. h ps://www.o icialgaze e.go .ph
17) Sanchez, L. (2023). Rein o cemen and collabo a ion s a egies in inclusi e class ooms. In e na ional Jou nal o
Pedagogical S udies, 17(1), 55–70.
18) Sanchez, V. J. (2023). The Impac o Gene al Educa ion Teache ’s Class oom Managemen and Teaching S a egies o
Lea ne s wi h Special Educa ional Needs in an Inclusi e Class oom. In e na ional Jou nal o A s, Sciences and Educa ion,
4–4(1), 1–19.
19) Sepadi, M. D. (2025). Teache s’ unde s anding o implemen ing inclusion in mains eam class ooms in u al a eas.
Educa ion Sciences, 15(7), 889. h ps://doi.o g/10.3390/educsci15070889
20) She chenko, V., I ano a, O., & Mo ozo a, T. (2020). Teache compe ence in inclusi e educa ion: The impac o aining
and collabo a ion. Eu opean Jou nal o Educa ion, 55(3), 456–472. h ps://doi.o g/10.1111/ejed.12409
21) Sijuola, A., & Da ido a, J. (2022). The p ac ice o inclusi e educa ion: Global pe spec i es and challenges. Jou nal o
Educa ional Policy and Resea ch, 9(4), 210–225.
22) Taghap, D. O., Pabalan, A. P., & Holy Name Uni e si y. (2025). UNDERSTANDING CHALLENGES IN THE
IMPLEMENTATION OF INCLUSIVE EDUCATION THROUGH THE LENS OF EDUCATIONAL MANAGEMENT.
In Igna ian In e na ional Jou nal o Mul idisciplina y Resea ch (Vols. 3–4).
h ps://icceph.com/wp-con en /uploads/2025/04/INCLUSIVE-EDUCATION-THROUGH-THE-LENS.pd
23) To es e al. (2024). Inclusi e Educa ion: Add essing Di e se Needs in he Special Educa ion Class oom.
24) To es, M., Aquino, J., & Lim, C. (2024). Inclusi e p ac ices in Philippine public schools: Teache s’ pe spec i es and
challenges. Philippine Jou nal o Inclusi e Educa ion, 2(1), 14–32.
25) Yildiz, F., A slan, A., & Kaya, H. (2021). P o essional de elopmen and sus ainabili y in eache educa ion o inclusi e
p ac ices. In e na ional Jou nal o Educa ional De elopmen , 81, 102338. h ps://doi.o g/10.1016/j.ijedude .2020.102338
The e is an Open Access a icle, dis ibu ed unde he e m o he C ea i e Commons
A ibu ion – Non Comme cial 4.0 In e na ional (CC BY-NC 4.0)
(h ps://c ea i ecommons.o g/licenses/by-nc/4.0/), which pe mi s emixing, adap ing and
building upon he wo k o non-comme cial use, p o ided he o iginal wo k is p ope ly ci ed.
