GAINS AND DRAWBACKS: INTEGRATING LEARNERS WITH SPECIAL NEEDS IN MAINSTREAM CLASSROOMS

The Universal Design for Learning (UDL) framework, which stresses adaptable teaching strategies to meet the various needs of every student, serves as the foundation for this study. Ten receiving teachers were selected using a purposive sample technique from the public schools in the Jose Abad Santos 1 District, Division of Davao Occidental, and several themes emerged from their in-depth interviews. The information obtained from the participants in-depth interviews (IDIs) revealed four (4) major themes: professional development gaps in special education differentiated instruction and adaptive pedagogical approaches collaborative ecosystem for inclusive education and emotional investments and professional resilience. Finally, the key insights gained highlighted the need for systemic change, including increased resources, policy changes, and professional development focusing on both pedagogical skills and emotional intelligence. Effective inclusion requires collaboration among teachers, parents, peers, specialists, and school systems, emphasizing strong communication and shared responsibility for students support.