Alejandra Dita A. Rimas (Author)

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 CEPOC Central Elementary School during the School Year 2025–2026 as basis for a proposed Action Plan. Utilizing a descriptive-correlational research design, the study involved thirty respondents. Data were gathered using an adapted survey questionnaire and analyzed through frequency, percentage, weighted mean, and standard deviation—and using the Pearson Product-Moment Correlation Coefficient. Findings revealed that most teachers were relatively new to inclusive classrooms, with limited years of service and only a small number of mainstreamed learners in their classes. Many had minimal participation in inclusive education-related trainings over the last three years, while their academic qualifications were mostly at the bachelor’s level, with few pursuing graduate studies. In terms of preparedness, teachers rated themselves as generally prepared in areas such as lesson adjustment, classroom management, collaboration with SPED personnel, and parental involvement, though weaknesses were evident in using improvised instructional materials and conducting fair assessments. Inclusive teaching strategies were frequently employed, with high ratings in providing step-by-step instructions, visual aids, and differentiated tasks, although more advanced practices were less consistently applied. Correlation analysis indicated no significant relationship between preparedness and inclusive strategies. The study concluded that while teachers are prepared and committed to inclusive practices, professional development gaps remain. An Action Plan was recommended to strengthen instructional support.

Keywords: special education, inclusive education, teacher preparedness, inclusive, strategies, descriptive correlation, action plan

DOI: http://doi.org/10.69651/PIJHSS0404513

Recommended citation:
Rimas, A. D. A. (2025). Instructional methods used in inclusive classrooms: a study on general education teachers. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5554-5572. http://doi.org/10.69651/PIJHSS0404513

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