Author

Reymond P. Capuyan
Cebu Technological University – Main Campus
M.J. Cuenco & R. Palma St., Cebu City, Philippines
Email: reymond.capuyan@gmail.com

Abstract

This study determined the preparedness of elementary and secondary teachers toward inclusive disaster risk reduction in education at Borbon District, Poblacion, Borbon, Cebu, for the school year 2025-2026 as a basis for an inclusive disaster risk reduction management plan. The adapted survey questionnaire was conducted with 70 respondents; the research design involved a descriptive correlational design and employed statistical tools such as the weighted mean, simple percentage, and Pearson product-moment correlation r. The interplay between students’ development and classroom climate in an inclusive disaster-ready environment impacts the learning process, with consequences for the school’s effectiveness. Findings indicated that the overall extent of school preparedness in inclusive disaster risk reduction in education, as to identification of learners with special needs, is high; accessibility is high; meaningful participation and non-discrimination are high; strategy/method is high; and collaboration and networking are high. Additionally, the overall extent of challenges encountered in the school preparedness for inclusive disaster risk reduction in education is high. There is no significant relationship between the extent of school preparedness and the extent of challenges encountered in the school preparedness in inclusive disaster risk reduction in education. In conclusion, challenges such as limited resources, insufficient training, or administrative constraints may persist regardless of a school’s perceived preparedness. Even schools with relatively high levels of preparedness may still encounter substantial barriers to inclusivity, while less prepared schools may face similar difficulties. Thus, the researcher recommends developing and implementing an Inclusive Disaster Risk Reduction Management Plan.

Keywords: Special Education, inclusive education, disaster risk reduction, inclusive disaster risk reduction management plan, descriptive-correlational, Borbon, Cebu

DOI: http://doi.org/10.69651/PIJHSS0501865

Recommended citation:
Capuyan, R. P. (2026). Inclusive disaster risk reduction in education: An analysis of teachers’ preparedness. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9732-9750. http://doi.org/10.69651/PIJHSS0501865

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