Title:
Exploring Teachers’ Perspectives on Their Inclusive Education Preparedness

Authors:
Yvonne C. Englis, Karl Patrick B. Galgo, Jinky D. Galindo, Philippines

Abstract:

Inclusive education continues to face various challenges and confusion regarding its implementation. It is crucial to improve teachers’ knowledge and skills to better support students with special needs. This study examined the teacher’s preparedness in inclusive education implementation in three selected schools in Cebu City, namely, Labangon Elementary School, Lahug National High School, and Talamban National High School as a basis for a proposed intervention plan. A descriptive-correlational design was employed to examine and probe the quantitative data. A total of 104 school teachers participated in the study, completing a demographic profile sheet and an Inclusive Education survey questionnaire. The findings revealed that, while well-prepared and prepared teachers had a similar understanding of the concept and significance of inclusive education, there was a notable difference on how this understanding was applied in classroom practices. The study highlighted the importance of targeted professional development programs, such as workshops and seminars, to bridge the gap between teachers’ preparedness and their classroom practices. It advocated for intervention plans and resources to support the effective implementation of inclusive education.

DOI: https://doi.org/10.51505/IJEBMR.2025.9219