LIVED EXPERIENCES OF STUDENTS AND TEACHERS ALONGINCLUSIVE EDUCATION

Abstract

This paper focuses on exploring the lived experiences of students and teachers in an inclusive setting. It aimed to answer what it takes to be in an inclusive education setting. It utilized a qualitative phenomenological study that investigated the experiences of teacher education students and teachers in an inclusive setting. The researcher selected participants using purposive sampling and snowball sampling techniques. The researcher used an informal interview to gather the data. Students and teachers welcome diverse learners to their classes. Some student parents have unpleasant experiences with their classmates, while a few student respondents experienced discrimination or bullying from their teachers. All respondents reported positive experiences with the non-teaching staff. Teachers with diverse backgrounds have pleasant and unpleasant experiences with their students and colleagues. Therefore, the following statements reflect the findings: LGBTQ+ students show their identity to their classmates, and teachers accept them within the educational environment. Most student respondents were welcomed and fairly treated by their classmates and teachers. Some student parents experienced acceptance and fair treatment, but they also experienced discrimination and bullying from their classmates and teachers. The identity of the students was disregarded by the staff when providing their services to them. Teachers have both pleasant and unpleasant experiences. The most effective way to welcome learners into their classes is by encouraging them. The findings and conclusions highlight how important inclusive education is in all aspects of learning and teaching, including the materials for the stakeholders.