Inclusive Practices in Hands-On Learning Environment: Addressing The Needs of Diverse Learners

This study determined the strategies of public-school teachers to promote positive and inclusive teaching and learning environment to address the needs of diverse learners. This study used qualitative research design through phenomenology approach to investigate the complexities and nuances of the teachers capturing their challenges and experiences in facing the diverse learners in the classroom. Utilizing semi-structured interviews, the study embraced phenomenology to capture the essence of teachers’ experiences and perceptions. Findings indicated that hands-on learning environments effectively promoted inclusive practices, yet educators faced challenges including lack of confidence, difficulty in creating individualized activities, and limited time resources. Collaboration with colleagues and the use of technology were reported as strategies to overcome these challenges. To meet diverse learners’ needs, teachers implemented differentiated instruction strategies, such as remediation classes and tailored learning activities. Furthermore, the study highlighted the importance of localizing and contextualizing learning materials to reduce barriers to learning and foster a sense of community among students. Extrinsic motivation methods, such as social recognition and rewards, were found to encourage active participation regardless of background and ability. Integration of interactive games was also noted to enhance understanding of complex concepts and foster critical thinking skills. In conclusion, the researchers recommend that there should be an assurance of the policies integrated into the organizational or community framework, continuous learning and awareness of different cultures, abilities, and perspective among teachers and to adjust facilities and to provide mentorship programs and counselling services that leads to more equitable and supportive environment.