IMPLICIT STRATEGIES OF ELEMENTARY GENERAL EDUCATION TEACHERS IN INCLUSIVE CLASSROOMS: A PHENOMENOLOGICAL STUDY

General Education teachers don’t have exceedingly specialized capabilities in special education. We don’t have much encounters in an inclusive classroom. Not continuously, but regularly, it appears that teachers feel unequal to the errand of educating students with special needs. This study used a phenomenological approach, which explains how people interpret their lived experiences with a concept or phenomenon (Creswell, 2020). The objective of a phenomenological investigation is to understand and explain an event from the point of view of the participants. Many professionals in the literature express concerns about whether full inclusion is appropriate for all students with disabilities and emphasize the importance of maintaining a continuum of services. Supporters for a continuum of services for students with disabilities cite two main reasons. First, they believe there is an inadequate research base to advocate such a drastic change to the current educational system believes, the research evidence on the relative efficacy of one special education service delivery model over another is scarce, methodologically flawed, and inconclusive. A number of recommendations for future studies emerged from the data. This study was restricted to fifteen elementary general education classroom teachers from Davao City The first recommendation would be to expand this study’s sample size and the geographic area of the participants. Another recommendation would be to study the perspectives of participants not included in this study: middle and high school teachers, specials teachers, and special education teachers. KEYWORDS: Implicit Strategies, Elementary General Education Teachers, Inclusive Classrooms, A Phenomenological Study