Author

Cherry L. Blanco
Buanoy National High School
Buanoy, Balamban,Cebu, Philippines
Email: cherryblnc@yahoo.com

Abstract

This study aimed to determine the level of preparedness of general education teachers in handling mainstreamed learners with disabilities and the inclusive teaching strategies they employed at Buanoy National High School during the School Year 2025–2026, as basis for an Action Plan. Employing a descriptive-correlational research design, the study involved thirty teachers. Data were collected using an adapted survey questionnaire and analyzed through descriptive statistics—frequency, percentage, weighted mean, and standard deviation—and inferential statistics using the Pearson Product-Moment Correlation Coefficient. Results revealed that most teachers were either relatively new in inclusive classrooms with one to three years of experience or had longer service of seven years and above. The majority handled only a small number of mainstreamed learners, and more than half had not attended inclusive education-related trainings in the last three years. In terms of preparedness, teachers rated themselves as generally prepared, with higher ratings in involving parents, creating safe and welcoming classrooms, and managing learner behavior, while lower ratings were noted in differentiated instruction and assessment practices. Inclusive strategies were often employed, with teachers frequently using step-by-step instructions, visual aids, parental involvement, and task breakdowns, although advanced strategies were applied less consistently. Correlation analysis indicated no significant relationship between preparedness and inclusive teaching practices. The study concluded that while teachers were prepared and often employed inclusive strategies, gaps in advanced practices and professional development highlighted the need for continuous training and institutional support. It is recommended to use the Action Plan which is the output of the study.

Keywords: Special education, inclusive education, teacher preparedness, inclusive teaching, strategies, action plan

DOI: http://doi.org/10.69651/PIJHSS0404512

Recommended citation:
Blanco, C. L. (2026). Pedagogical adaptations of general education teachers in teaching learners with disabilities in mainstream classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5535-5553. http://doi.org/10.69651/PIJHSS0404512

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