Author

Jayson C. Regidor*
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 Perrelos Elementray School in Carcar City Division during the School Year 2025–2026, as basis for a proposed Action Plan to strengthen inclusive teaching practices for diverse learners. The study involved teacher-respondents and examined their demographic profile in terms of age, gender, highest educational attainment, years of teaching experience, and teaching position. A descriptive-correlational design was utilized, and data were gathered using a structured questionnaire. Frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used in analyzing the data. Findings revealed that most respondents were female teachers belonging to the young to early middle-aged group, with moderate to long years of teaching experience and occupying Teacher II and Teacher III positions. Teachers demonstrated a moderate level of knowledge of disability categories, particularly in recognizing behavioral manifestations and broad disability classifications. However, lower understanding was observed in instructional strategies, legal definitions, and management of co-occurring disabilities. Teachers also moderately implemented instructional modification practices, particularly in adapting instruction delivery and homework tasks, while differentiated instruction, individualized modifications, and assessment adjustments were less consistently applied. Correlation analysis showed no significant relationship between teachers’ knowledge and instructional modification practices. The study concluded that knowledge alone did not guarantee consistent inclusive classroom practices among teachers. It is recommended that the school strengthen professional development and mentoring programs focused on differentiated instruction and inclusive teaching strategies.

Keywords:  Inclusive Education, teachers’ knowledge on disability categories, instructional modification practices, action plan, Perrelos Elementary School.

*Corresponding author / Email: jaysonregidor30@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041644

Recommended citation:
Regidor, J. C. (2026). Examining regular teachers’ knowledge of disability categories and instructional modification practice. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1025-1042. http://doi.org/10.69651/PIJHSS05041644

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