Inclusive Pedagogical Practices and Learning Skills Development in Multigrade Elementary Classrooms: A Qualitative Study of Teacher Experiences

Abstract

Inclusive education in multigrade classrooms presents both opportunities and challenges, particularly in fostering foundational learning skills among diverse learners. This study explores the pedagogical experiences of elementary teachers implementing inclusive practices in multigrade settings. Using a qualitative phenomenological design, the study examined how teachers navigate instructional diversity, promote learning skills, and address contextual constraints. Data were collected through semi-structured interviews, classroom observations, and document analysis involving purposively selected multigrade teachers handling Kindergarten, Grade 3, and Grade 6 learners. Thematic analysis following Braun and Clarke (2006) was employed. Findings revealed five major themes: (1) Inclusion as Flexible and Layered Instruction, (2) Differentiated and Contextualized Learning Strategies, (3) Development of Foundational and Higher-Order Learning Skills, (4) Relational and Emotional Dimensions of Multigrade Teaching, and (5) Structural Constraints and Adaptive Teacher Agency. Results indicate that teachers demonstrate pedagogical resilience and innovation in addressing varied learner needs across grade levels. However, systemic challenges such as limited resources and training persist. The study contributes to inclusive pedagogy literature by highlighting the complexity of multigrade teaching and its implications for learning skills development.

Keywords: Inclusive Education, Multigrade Teaching, Learning Skills, Pedagogical Practices, Qualitative Study