Environment and Social Psychology, Год журнала: 2025, Номер 9(11)
Опубликована: Янв. 6, 2025
Inclusive education ensures that every learner has access to a supportive and responsive learning environment, where their unique needs are recognized addressed. By embracing diversity, inclusive encourages sense of belonging, self-worth, social cohesion among the stakeholders. However, Philippine basic is lagging when it comes implementing education. Hence, this paper explored context mainstreaming classroom inclusivity through lenses Anti-bias Education (ABE). Elementary teachers (n=16) were purposively sampled be interviewed about experiences in classrooms. Narratives extracted from transcripts labeled as reflexive themes. Findings indicated strong professional identity rooted care, empathy, respect for diversity enables advocate practices. Teachers with well-defined more likely challenge biases, encourage differences, create positive students special needs. Instructional strategies used by settings shaped perceptions what works best students. These include differentiated instruction, individualized support, use adaptive teaching methods meet different needs, including personalized plans, flexible grouping, project-based ensure all can engage meaningfully content. who perceive positively tend open new strategies, seek additional resources, actively challenges such inadequate training, limited large class sizes lead feelings frustration teachers, especially if they feel unsupported. Conversely, institutional ongoing development encouragement school leadership, adopt practices empowered support effectively. Nurturing teacher’s identity, equipping them effective providing shaping inclusion profound policymakers administrators. From core ABE, these elements contribute inclusive, equitable, educational environment
Язык: Английский