Qualitative exploration in mainstreaming classroom inclusivity through the lenses of anti-bias education (ABE)
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Abstract
Inclusive education ensures that every learner has access to a supportive and responsive learning environment, where their unique needs are recognized and addressed. By embracing diversity, inclusive education encourages a sense of belonging, self-worth, and social cohesion among the stakeholders. However, Philippine basic education is lagging when it comes to implementing inclusive education. Hence, this paper explored the context of mainstreaming classroom inclusivity through the lenses of Anti-bias Education (ABE). Elementary teachers (n=16) were purposively sampled to be interviewed about their experiences in mainstreaming inclusive classrooms. Narratives were extracted from transcripts and labeled as reflexive themes. Findings indicated that a strong professional identity rooted in care, empathy, and respect for diversity enables teachers to advocate for inclusive practices. Teachers with a well-defined sense of identity are more likely to challenge biases, encourage respect for differences, and create positive learning experiences for students with special needs. Instructional strategies used by teachers in inclusive settings are shaped by their identity and perceptions of what works best for students. These strategies include differentiated instruction, individualized support, and the use of adaptive teaching methods to meet different learning needs, including personalized learning plans, flexible grouping, and project-based learning to ensure all students can engage meaningfully with the learning content. Teachers who perceive inclusive education positively tend to be more open to embracing new teaching strategies, seek additional resources, and actively engage with students with special needs. However, challenges such as inadequate training, limited resources, and large class sizes can lead to feelings of frustration among teachers, especially if they feel unsupported. Conversely, when teachers perceive institutional support, such as ongoing professional development and encouragement from school leadership, they are more likely to adopt inclusive practices and feel empowered to support their students effectively. Nurturing a teacher’s identity, equipping them with effective strategies, providing strong support, and shaping their perceptions of inclusion are profound for policymakers and school administrators. From the core of ABE, these elements contribute to a more inclusive, equitable, and supportive educational environment for students with special needs.
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DOI: https://doi.org/10.59429/esp.v9i11.3233
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