Home⇛Mindoro Journal of Social Sciences and Development Studies (MJSSDS)⇛vol. 2 no. 1 (2025)

Voices from the field: A narrative case study on inclusive education as reflection for practice, policy, and research

Honey Lyn Valentos | Marilou D. Junsay

 

Abstract:

This narrative case study explored the lived experiences of teachers involved in four inclusive education programs under the Department of Education (DepEd) in the Davao Region: Special Education (SPED), Indigenous Peoples Education (IPED), the Pantawid Pamilyang Pilipino Program (4Ps), and the Alternative Learning System (ALS). Two teachers per program, from a specific locality, shared in-depth narratives. Using Cortazzi’s narrative analysis framework, the study examined how educators interpret and navigate their teaching contexts. Eight initial themes emerged and were synthesized into four core themes representing each program. SPED emphasized high-quality education through integrated assessment and differentiated instruction. IPED focused on inclusivity, equity, and opportunity for Indigenous learners. The 4Ps narratives highlighted equitable access and teacher support, while ALS underscored collaboration and impactful teaching to foster inclusive excellence. These findings revealed the power of teacher narratives in shaping inclusive education. The study advocates for integrating these insights into practice, policy, and research to create a more equitable and responsive educational system for all learners



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