A Inclusivity and Learning Practices in Early Grade Education: A Qualitative Lens of Teacher’s Pedagogical Experiences at Bontoc Central School, Mountain Province

Abstract

Inclusive education remains a central priority in advancing equitable and quality learning, particularly in early grade education where foundational skills are developed. This study explores the pedagogical experiences of teachers implementing inclusive learning practices in early grade classrooms at Bontoc Central School, Mountain Province. Employing a qualitative phenomenological design, the study involved purposively selected early grade teachers whose experiences were captured through semi-structured interviews, classroom observations, and document analysis. Data were analyzed using thematic analysis following Braun and Clarke (2006). Findings revealed five major themes: (1) Inclusion as Responsive Teaching Practice, (2) Contextualized and Differentiated Learning Strategies, (3) Emotional and Relational Dimensions of Teaching, (4) Collaborative Learning and Peer Mediation, and (5) Structural Constraints and Institutional Gaps. Results indicate that teachers demonstrate adaptive expertise and commitment in addressing diverse learner needs despite resource limitations. However, systemic challenges continue to affect the sustainability of inclusive practices. The study contributes to inclusive pedagogy literature by highlighting context-specific practices in rural early grade education and underscores the need for strengthened institutional support.

Keywords: Inclusive Education, Early Grade Learning, Pedagogical Practices, Rural Education, Qualitative Study