THE PERSPECTIVE OF TEACHERS TOWARD THE CLASSROOM MANAGEMENT PROFICIENCY IN HANDLING LEARNERS WITH SPECIAL NEEDS IN THE CONTEXT OF INCLUSIVE EDUCATION

Inclusive education plays a vital role in achieving educational equity by integrating students with Special Educational Needs into regular classrooms, ensuring they receive quality education and equal opportunities, as mandated by the 1987 Constitution and related laws. This study examines the experiences of teachers in managing learners with special educational needs (LSEN) in mainstream settings. Adopting a phenomenological approach, one-on-one interviews were conducted with fifteen teachers at Bankal National High School in the Division of Lapu-Lapu City. A total population sampling was utilized since there are limited number of respondents in the district. The findings revealed the five key themes in this study: addressing classroom engagement in an inclusive environment, techniques in managing in an inclusive setting, accommodations to managing behavioral problems in an inclusive setting, establishing a helpful learning environment in the classroom, and embracing classroom management techniques to accommodate LSEN. Participants stressed the importance of establishing clear rules and routines, peer support, and interactive and accessible teaching materials in managing classroom dynamics. Likewise, strategies like modeling behavior, addressing the root cause of problems and collaborating with parents were found effective in handling behavioral challenges. The study concludes that inclusive education thrives on predictable routines, empathy, and cultural sensitivity. Its primary output is a training proposal focused on developing accessible teaching materials for inclusive classrooms. Recommendations include regular teacher training, strengthened parent-teacher collaboration, and the creation of a manual outlining strategies and resources to help new teachers manage inclusive classrooms effectively.