Author
Catherine M. Dominise*
Cebu Technological University-Main Campus, Cebu City, Philippines
Abstract
This study assessed the regular teachers’ knowledge of disability categories and instructional modification practices employed at Adventist Elementary School–Cebu Inc., Cebu City Division, during the School Year 2025–2026 as the basis for a proposed Action Plan to enhance inclusive teaching practices for diverse learners. A descriptive-correlational research design was employed in the study. The research was conducted at Adventist Elementary School–Cebu Inc., an institution implementing inclusive education for learners with diverse educational needs. Purposive sampling was used to select the teacher-respondents who met the established inclusion criteria. Data were collected from 50 teacher-respondents using a structured survey questionnaire. Frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were utilized to analyze the data. The findings revealed that the respondents were predominantly female, represented varied age groups, possessed moderate teaching experience, and were mostly Teacher I to Teacher III, with many pursuing graduate studies. Teachers demonstrated a moderate level of knowledge of disability categories, showing stronger understanding of general disability types than complex conditions and instructional applications. They likewise demonstrated moderate instructional modification practices, particularly in lesson adaptation and assessment adjustments, while differentiated instruction and collaborative practices were less consistently implemented. Correlation analysis revealed no significant relationship between teachers’ knowledge of disability categories and their instructional modification practices. The study concluded that knowledge alone did not directly translate into consistent implementation of inclusive instructional practices. An Action Plan was recommended to strengthen teachers’ competencies through targeted professional development, mentoring, and collaborative support for inclusive education.
Keywords: Inclusive Education, teachers’ knowledge on disability categories, instructional modification practices, action plan, Adventist Elementary School–Cebu Inc.
*Corresponding author / Email: kianna.mancia@gmairl.com
DOI: http://doi.org/10.69651/PIJHSS05041643
Recommended citation:
Dominise, C. M. (2026). Regular teachers’ knowledge of disability categories and instructional modification practice. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1003-1024. http://doi.org/10.69651/PIJHSS05041643
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