Republic Act 11650, known as the Inclusive Education Act of 2022, mandates that no learner shall be denied admission on the basis of special needs. The legislation underscores the principle of inclusive education, ensuring that all pupils, irrespective of their challenges, are placed in age-appropriate general education classes within their local schools to receive high-quality instruction, targeted interventions, and comprehensive support (Haug, 2017; Francis et al., 2020). Central to this movement is the integration of learners with special needs alongside their peers without special needs, with general education serving as the primary placement option for all learners (Alquraini & Gut, 2012, as cited in Sahani & Patel, 2023).

Both special education (SPED) and general education teachers are pivotal to the success of inclusive education, collaboratively designing engaging learning experiences and adapting instructional strategies to meet diverse student needs (Byrd & Alexander, 2020). A persistent challenge, however, is the shortage of SPED teachers. In 2019, only 3,679 SPED teachers were available to serve 360,879 learners with special needs, yielding an alarming teacher-pupil ratio of 1:98 (Bernardo, 2021).

Budgetary constraints and limited facilities for learners with special needs further exacerbate the challenges faced by schools. Consequently, general education teachers are often required to address the educational needs of these pupils despite lacking specialized training (Luna, 2022). While their preparation typically focuses on teaching regular pupils, these teachers are indispensable to the implementation of inclusive education, frequently acting as the linchpins in integrating learners with special needs into mainstream classrooms (Dalonos, 2013).

In light of these challenges, examining the coping mechanisms employed by general education teachers is crucial for managing occupational stress and effectively meeting the needs of all students. Coping strategies, particularly problem-focused and emotion-focused approaches, are central to navigating the demands of inclusive education (Lazarus & Folkman, 1984, as cited in Biggs et al., 2017). Problem-focused coping involves actively addressing and modifying the sources of stress, whereas emotion-focused coping emphasizes managing the emotional responses elicited by these stressors.

Acknowledging the difficulties encountered by non-SPED teachers is especially important as they continue to fulfill mentally and physically demanding roles following the resumption of face-to-face instruction. Understanding their strategies not only informs support systems but also strengthens the overall implementation of inclusive practices in schools.

 

 

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