Navigating Inclusive Education in Multigrade Classrooms: Lived Experiences and Pedagogical Practices of Elementary Teachers

Abstract

This study explores the lived experiences and pedagogical practices of elementary teachers implementing inclusive education in multigrade classrooms at Cabeceria 27 Elementary School, Isabela, Philippines. Grounded in inclusive education principles and multigrade pedagogy, the study aims to examine how teachers navigate diverse learner needs, implement inclusive strategies, and address contextual challenges in a rural public school setting. A qualitative phenomenological research design was employed to capture the depth of teachers’ experiences. Data were collected through in-depth semi-structured interviews and classroom observations involving purposively selected elementary teachers handling Grades 4 to 6. Thematic analysis following Braun and Clarke’s framework was used to identify recurring patterns and meanings. Findings revealed four major themes: (1) differentiated and flexible pedagogy as a cornerstone of inclusion, (2) collaborative and peer-assisted learning in multigrade settings, (3) contextualized and resourceful instructional practices, and (4) systemic constraints affecting inclusive implementation. Teachers demonstrated adaptability by employing differentiated instruction, real-life contextualization, and collaborative strategies to address diverse learner needs. However, challenges such as limited resources, insufficient training in inclusive education, and heavy workload significantly influenced instructional effectiveness. The study underscores the critical role of teacher agency and contextual innovation in sustaining inclusive education in multigrade classrooms. It recommends strengthening professional development, providing adequate instructional resources, and enhancing institutional support systems. The findings contribute to the growing body of knowledge on inclusive and multigrade education in developing contexts and provide implications for policy, practice, and future research aligned with Sustainable Development Goal 4 on inclusive and equitable quality education.