Navigating Inclusive Education in Secondary Classrooms:

A Qualitative Case Study of Values Pedagogy among Grade 8 Learners at Benguet National High School

Abstract

This study explores how inclusive education is enacted in Grade 8 English and Values classrooms in a Philippine public secondary school. Grounded in inclusive education and culturally responsive pedagogy, it examines teachers’ practices, learner participation, and contextual constraints shaping inclusion. A qualitative case study design was employed, involving purposive sampling of teachers and learners. Data were collected through semi-structured interviews, classroom observations, and document analysis of lesson plans and assessment tools. Using Braun and Clarke’s (2006) thematic analysis, four themes emerged: (1) Differentiated Instruction as a Foundation for Inclusion, (2) Classroom Climate and Learner Participation, (3) Contextualization and Values Integration, and (4) Structural and Resource Constraints. Findings reveal that inclusive practices are present but uneven, relying heavily on teacher initiative and adaptive strategies. Learners reported increased engagement when lessons were contextualized and varied in delivery, while teachers highlighted challenges related to time, class size, and limited training. The study underscores the importance of sustained professional development, institutional support, and alignment with national policy frameworks such as the MATATAG Agenda and SDG 4. It contributes to the literature by providing localized insights into inclusive pedagogy within secondary education in the Philippines. Recommendations include strengthening teacher capacity in differentiated and inclusive strategies, enhancing instructional resources, and promoting collaborative support systems. Future research may adopt mixed-methods approaches to further validate and extend the findings.