Authors : Albeos, Spurcy Jean B.; Libunao, Jemiahrich H.; Maratas, Marcel Jino V.; Peñaflorida, Princes Ryan O.; Signe, Angel Faith; Gladys S. Escarlos

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/y5jk5wd9

Scribd : https://tinyurl.com/mwdarrea

DOI : https://doi.org/10.38124/ijisrt/26May1030

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the Pre-service teachers understanding on inclusive education in Early Childhood education (ECE) pre-service teachers in relation to inclusive education at Central Mindanao University. Utilizing a qualitative descriptive research design with a phenomenological approach, the study aimed to examine how pre-service teachers understand and apply inclusive education practices based on their professional preparation and pedagogical knowledge. Data were gathered through semi-structured interviews with ten purposively selected participants who had prior exposure to inclusive education coursework. The findings revealed that pre-service teachers possess a strong conceptual understanding of inclusive education, particularly in promoting equal access, recognizing learner diversity, and implementing flexible, learner-centered teaching strategies. Participants emphasized the importance of creating inclusive classroom environments that foster participation, respect, and a sense of belonging among all learners. However, their understanding remains largely theoretical, as many reported limited practical exposure and confidence in applying inclusive strategies in real classroom settings. The study also found that participants have a basic awareness of inclusive education policies but require deeper understanding to effectively translate these into classroom practice. Overall, the study concludes that while ECE pre-service teachers are conceptually prepared and demonstrate positive orientations toward inclusion, their readiness requires further assistance.

Keywords : inclusive education, pre-service teachers, early childhood education, pedagogical practices, teacher preparedness, challenges.

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