| _version_ | 1866901448813445120 |
|---|---|
| author | Barnacha, Gabriel D. |
| author_facet | Barnacha, Gabriel D. |
| contents | <p><span lang="EN-US">This qualitative study employed a descriptive-phenomenological design to explore the lived experiences of five junior high school Physical Education teachers in implementing inclusive physical education for students with hearing impairments. Participants were purposively selected from schools within the Schools Division of Olongapo City during School Year 2024 to 2025. Using semi-structured interviews, the study investigated teachers’ perceptions, instructional strategies, coping mechanisms, and the challenges they encountered in inclusive physical education teaching. Thematic analysis, guided by Colaizzi’s method, yielded five refined themes. Three themes captured the core of teachers' lived experiences. Navigating communication and participation referred to how teachers managed classroom interaction and encouraged peer involvement. Adapting instruction to student needs involves teachers modifying their strategies to accommodate learner diversity. Teaching without a safety net reflected their coping mechanisms, which were based on inadequate training and their reliance on personal initiative. The remaining themes focused on systemic concerns and potential improvements. Systemic barriers to inclusion described institutional constraints and fragmented implementation of inclusive education. Pathways for inclusive growth highlighted opportunities arising from teacher collaboration, peer support, and reflective practice. The study found that inclusive physical education fostered student engagement and empathy but continued to face challenges related to structural limitations and a lack of coordinated support. Teachers’ experiences guided the development of the INCLUDE-PE Program, which proposes structured training, collaborative mechanisms, and instructional resources designed for inclusive physical education. The findings offer practical implications for policy and teacher support in the implementation of inclusive practices. <span> </span></span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17813661 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | LIVED EXPERIENCES OF TEACHERS IN INCLUSIVE PHYSICAL EDUCATION: BASIS FOR INTERVENTION PROGRAM Barnacha, Gabriel D. <p><span lang="EN-US">This qualitative study employed a descriptive-phenomenological design to explore the lived experiences of five junior high school Physical Education teachers in implementing inclusive physical education for students with hearing impairments. Participants were purposively selected from schools within the Schools Division of Olongapo City during School Year 2024 to 2025. Using semi-structured interviews, the study investigated teachers’ perceptions, instructional strategies, coping mechanisms, and the challenges they encountered in inclusive physical education teaching. Thematic analysis, guided by Colaizzi’s method, yielded five refined themes. Three themes captured the core of teachers' lived experiences. Navigating communication and participation referred to how teachers managed classroom interaction and encouraged peer involvement. Adapting instruction to student needs involves teachers modifying their strategies to accommodate learner diversity. Teaching without a safety net reflected their coping mechanisms, which were based on inadequate training and their reliance on personal initiative. The remaining themes focused on systemic concerns and potential improvements. Systemic barriers to inclusion described institutional constraints and fragmented implementation of inclusive education. Pathways for inclusive growth highlighted opportunities arising from teacher collaboration, peer support, and reflective practice. The study found that inclusive physical education fostered student engagement and empathy but continued to face challenges related to structural limitations and a lack of coordinated support. Teachers’ experiences guided the development of the INCLUDE-PE Program, which proposes structured training, collaborative mechanisms, and instructional resources designed for inclusive physical education. The findings offer practical implications for policy and teacher support in the implementation of inclusive practices. <span> </span></span></p> |
| title | LIVED EXPERIENCES OF TEACHERS IN INCLUSIVE PHYSICAL EDUCATION: BASIS FOR INTERVENTION PROGRAM |
| url | https://doi.org/10.5281/zenodo.17813661 |