Author

Leoneil C. Tingal*
Cebu Technological University-Main Campus, Cebu City, Philippines

Abstract

This study assessed regular teachers’ knowledge of disability categories and their instructional adaptation practices at Zapatera National High School, Cebu City Division, during School Year 2025–2026, as basis for a proposed Action Plan to strengthen inclusive teaching practices. It employed a descriptive-correlational research design involving 50 regular teachers selected through purposive sampling. Data were gathered using a structured survey questionnaire and analyzed using frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings revealed that the teachers demonstrated a moderate level of knowledge of disability categories, with greater familiarity with general disability classifications but limited knowledge of specific conditions, particularly autism spectrum disorder. Instructional adaptation practices were also moderately implemented, particularly in instructional delivery and classroom organization, while differentiated instruction and collaboration with special education personnel were less consistently practiced. Correlation analysis revealed a negligible negative and non-significant relationship between teachers’ knowledge of disability categories and their instructional adaptation practices. The study concluded that knowledge of disability categories alone does not significantly influence teachers’ instructional adaptation practices. Thus, the proposed Action Plan is recommended to strengthen teachers’ knowledge and competencies in implementing inclusive and responsive instructional practices for learners with diverse educational needs.

Keywords: Education, teachers’ knowledge of disability categories, instructional adaptation practices, descriptive-correlational research, Zapatera National High School.

*Corresponding author / Email: nheizl@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041642

Recommended citation:
Tingal, L. C. (2026). Assessing regular teachers’ knowledge of disability categories and their instructional adaptation. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 986-1002. http://doi.org/10.69651/PIJHSS05041642

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