The realities of inclusive teaching: Insights from seasoned teachers

Abstract Existing research on inclusive education often overlooks the role of teaching experience, particularly the perspectives of non‐SPED (special education) seasoned teachers. This study addresses that gap by exploring the lived experiences of 20 non‐SPED teachers teaching in inclusive classrooms in the Philippines, with over 10 years of experience and recommended by school administrators for their perceived exemplary instructional skills. Using descriptive phenomenology and semi‐structured interviews, the study reveals contrasting experiences: while some participants reported frustration due to inadequate training, scarce instructional resources and excessive workload, others found the experience professionally enriching, highlighting gains in empathy, adaptability and personal fulfilment. The findings underscore the importance of training and professional development, as well as strong administrative and stakeholder support, in equipping non‐SPED educators to implement inclusive pedagogies.