The study explored the lived experiences of special needs education teachers in the inclusion of children with special needs in mainstream classes at the Schools Division Office (SDO) of Laguna. Using a Husserlian Descriptive Phenomenological Approach, the study sought to explore the problems, strategies, and implications of inclusive education as perceived by eight special needs education teachers. In-depth interviews were conducted to collect data on themes such as different degrees of inclusion, the strategic importance of orientation and training, supportive environments and collaborative partnerships, behavioral and transitional dynamics, emotional impacts of inclusion, resource allocation, teacher resistance, parental concerns and misconceptions, individualized approaches and adaptive strategies, cooperation and assistance, effective communication and building rapport, specialized support services, comprehensive training and continuous professional development, and support and acceptance. The findings reflect a complex landscape in which teachers manage different degrees of inclusion, underlining the importance of intensive training and collaborative partnerships. Key topics include the importance of supporting the environment, managing behavioral problems, and the importance of effective communication. Teachers acknowledged substantial issues with resource allocation and acceptance of mainstreaming programs, emphasizing the significance of ongoing professional development and extensive training. The study discovered that inclusive education brings significant challenges and benefits teachers and students. The recommendations emphasize the importance of improving support services, developing policies, and conducting ongoing research to optimize inclusive practices. Based on these findings, the study suggests the SNED Model (Successful Network for Effective Development) for integrating children with special needs in the mainstream class. The SNED Model sought to provide a complete framework for successfully integrating children with special needs into mainstream education. This study contributes to the greater understanding of inclusive education by giving helpful perspectives for educators, policymakers, and others interested in building inclusive learning environments.

Children with Special Needs

Inclusion

Lived Experiences

Mainstream Class

Special Needs Education Teacher