Teaching Practices and Adjustments: A Qualitative Study on Receiving Teachers in Inclusive Classrooms

Inclusive education requires receiving teachers to adapt instruction, materials, and environments to meet diverse learner needs, yet many lack consolidated, context‑based guidance drawn from actual classroom experience. This study explores the teaching practices, classroom adjustments, coping strategies, and effectiveness assessments employed by receiving teachers in Mactan National High School, Mactan Lapu-Lapu City SY 2026-2027 in supporting learners with special educational needs in inclusive classrooms. The study employed a qualitative descriptive design using thematic analysis following Braun and Clarke’s framework. Data were gathered through in‑depth interviews with selected receiving teachers, focusing on their lived experiences, responsive adjustments, solutions to challenges, and ways of measuring inclusive practice success. Four core themes emerged: Teaching Practices in Inclusive Classrooms adapting activities, differentiating approaches, applying learner‑centered strategies, and using multi‑sensory aids; Responsive Classroom Adjustments for Inclusive Learning modifying materials, adjusting pacing and assessments, and organizing supportive environments; Proactive Problem‑Solving and Adaptive Coping Strategies consulting colleagues, reflecting daily, creating low‑cost alternatives, and fostering peer support; and Verified Effectiveness through Observed Learner Progress assessing success through responsiveness, individual academic growth, and improved social inclusion. Receiving teachers demonstrate commitment and resourcefulness, adapting not because it is optional but because inclusion depends on what is made accessible. Findings confirm that inclusive practice succeeds through daily adaptation, collaboration, creativity, and close attention to learner outcomes. These evidence‑based, real‑world practices form the foundation of the proposed Instructional Guide, designed to consolidate scattered strategies into a unified, practical resource that strengthens confidence, consistency, and opportunity for every learner.