Author

Jessica V. Almohallas
Atop-Atop Elementary School
Sitio Parat, Atop-Atop, Bantayan, Cebu, Philippines
Email: jessica.almohallas4@gmail.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 Atop-Atop Elementary School during the School Year 2025–2026 as basis for a proposed Action Plan. Employing a descriptive-correlational research design, the study involved thirty respondents. Data were collected using an adapted survey questionnaire and analyzed through frequency, percentage, weighted mean, and standard deviation using the Pearson Product-Moment Correlation Coefficient. The results revealed that 50% of the teacher-respondents had been teaching in inclusive settings for seven years and above, suggesting substantial experience in inclusive education. However, 60% reported that they were not currently handling mainstreamed learners with disabilities, which implies limited integration or assignment of such learners to selected teachers. In terms of professional growth, 40% had not attended inclusive education-related training in the past three years, while only 10% had attended five or more. Academic qualifications showed that 46.67% had earned master’s degree units, 33.33% held only a bachelor’s degree, and none had completed a doctorate. Regarding preparedness, the aggregate mean of 2.68 indicated that teachers generally perceived themselves as “Prepared.” On the other hand, inclusive teaching strategies obtained an aggregate mean of 3.32, verbally interpreted as “Always,” reflecting frequent use of inclusive practices. Correlation analysis revealed no significant relationship between preparedness and inclusive teaching strategies. The study concluded that while teachers felt prepared and consistently applied inclusive strategies. It is therefore recommended that an Action Plan be developed to strengthen teacher capacity.

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

DOI: http://doi.org/10.69651/PIJHSS0404531

Recommended citation:
Almohallas, J. V. (2025). 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), 5740-5758. http://doi.org/10.69651/PIJHSS0404531

Read the full text

References

Aftab, M. J., Amjad, F., & Chaudhry, H. (2024). Inclusive education: Strategies for successful inclusion of students with disabilities in mainstream classrooms. Academy of Education and Social Sciences Review, 4(3), 439–453.

Alharbi, H., & Iqtadar, S. (2024). “I never feel like I am prepared enough”: Teachers’ self‐efficacy, challenges, and experiences teaching students with disabilities. Journal of Research in Special Educational Needs, 24(3), 758–770. https://doi.org/10.1111/1471-3802.12625

Al‐Rashaida, M., & Massouti, A. (2024). Assessing the efficacy of online teacher training programs in preparing pre‐service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study. Journal of Research in Special Educational Needs, 24(1), 188–200. https://doi.org/10.1111/1471-3802.12577

Alsarawi, A., & Sukonthaman, R. (2023). Preservice teachers’ attitudes, knowledge, and self-efficacy of inclusive teaching practices. International Journal of Disability, Development and Education, 70(5), 705–721. https://doi.org/10.1080/1034912X.2021.1954731

Alvarez, D., Futalan, M. C., & Sedillo, E. (2025). Challenges faced and strategies employed by teachers in handling mainstreaming classes in secondary schools. Journal of Interdisciplinary Perspectives, 3(7), 828–842.

Bhandari, B. L., Bhandari, L. P., & Baguinat, N. S. (2025). English language teachers’ practices of differentiated instruction in mixed-ability classrooms. Journal of Languages and Language Teaching, 13(2), 912–923. https://doi.org/10.33394/jollt.v13i2.10115

Carballo, R., Morgado, B., & Cortés-Vega, M. D. (2021). Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education, 25(7), 843–859. https://doi.org/10.1080/13603116.2019.1581289

Chow, W. S. E., & Sharma, U. (2024). Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education. International Journal of Inclusive Education, 28(11), 2546–2562. https://doi.org/10.1080/13603116.2022.2053921

Colombo, M., & Santagati, M. (2022). The inclusion of students with disabilities: Challenges for Italian teachers during the COVID‐19 pandemic. Social Inclusion, 10(2), 195–205. https://doi.org/10.17645/si.v10i2.5112

Darwish, S., Alodat, A., Al-Hendawi, M., & Ianniello, A. (2025). General education teachers’ perspectives on challenges to the inclusion of students with intellectual disabilities in Qatar. Education Sciences, 15(7), 908. https://doi.org/10.3390/educsci15070908

Derguy, C., Jury, M., Aubé, B., & Vallée, C. (2025). Why do special education teachers have more positive attitudes towards the inclusion of autistic students? Examining the mediating role of self-efficacy and knowledge about autism among French teachers. Educational Psychology, 1–20. https://doi.org/10.1080/01443410.2025.2510329

Emmers, E., Baeyens, D., & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139–153. https://doi.org/10.1080/08856257.2019.1628337

Friesen, D. C., Shory, U., & Lamoureux, C. (2023). The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout. Social Sciences & Humanities Open, 8(1), 100599. https://doi.org/10.1016/j.ssaho.2023.100599

Ginja, T. G., & Chen, X. (2023). Conceptualising inclusive education: The role of teacher training and teachers’ attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 27(9), 1042–1055. https://doi.org/10.1080/13603116.2021.1954738

Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education: An empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381–395. https://doi.org/10.1177/0022487120953434

Haegele, J. A., Holland, S. K., Wilson, W. J., Maher, A. J., Kirk, T. N., & Mason, A. (2024). Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review, 30(2), 250–264. https://doi.org/10.1177/1356336X231178341

Herzig Johnson, S. (2023). The role of teacher self-efficacy in the implementation of inclusive practices. Journal of School Leadership, 33(5), 516–534. https://doi.org/10.1177/10526846231169172

Jardinez, M. J., & Natividad, L. R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7020

Kamran, M., Siddiqui, S., & Adil, M. S. (2023). Breaking barriers: The influence of teachers’ attitudes on inclusive education for students with mild learning disabilities (MLDs). Education Sciences, 13(6), 606. https://doi.org/10.3390/educsci13060606

Kaur, J., & Bhatia, R. (2024). Pedagogical practices: A promising approach to empower diverse learners in inclusive setup. Shanlax International Journal of Education, 12(1), 96–103. https://doi.org/10.34293/education.v12i1.7274

Keppens, K., Consuegra, E., De Maeyer, S., & Vanderlinde, R. (2021). Teacher beliefs, self-efficacy and professional vision: Disentangling their relationship in the context of inclusive teaching. Journal of Curriculum Studies, 53(3), 314–332. https://doi.org/10.1080/00220272.2020.1786729

Masongsong, J. M., Lopres, J. R., Aguirre, M. M., Lopres, G. M., Enriquez, D. M., Bautista, F. B., & Virtusio, J. D. T. (2023). Level of teachers’ training in inclusive education and their sense of efficacy. International Journal of Science and Management Studies, 6(5), 70–87. https://doi.org/10.51386/25815946/ijsms-v6i5p107

Olayer, A., Reyes, N. R. D., Cabigon, A. F., & Añero, M. (2025). Teachers’ readiness and acceptance on the inclusion of learners with special educational needs in Southern Leyte. British Journal of Teacher Education and Pedagogy, 4(2), 68–77. https://doi.org/10.5281/zenodo.12744781

Olayvar, S. R. (2022). Effects of teachers’ demographic characteristics and self-perceived competencies on their self-efficacy in implementing inclusive education. International Journal of Instruction, 15(4), 375–394. https://doi.org/10.29333/iji.2022.15421a

Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion: A longitudinal cross-lagged analysis. International Journal of Inclusive Education, 26(9), 958–972. https://doi.org/10.1080/13603116.2020.1752826

Sitoy, R. E., Espina, R. C., Sumalinog, M. R. R., Benemerito, P., Cabajar, L. S., & Delantar, L. M. (2025). Instructional methods for inclusive education: An exploration of teaching strategies for special needs learners in general classrooms. International Journal of Humanities Education, 13(1), 565–604. https://doi.org/10.33348/ijhe.v13i1.1254

Van Staden-Payne, I., & Nel, M. (2023). Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system. Frontiers in Education, 7, 1009423. https://doi.org/10.3389/feduc.2023.1009423

Weissenfels, M., Benick, M., & Perels, F. (2021). Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms? International Journal of Educational Research, 109, 101794. https://doi.org/10.1016/j.ijer.2021.101794