Author

Monaliza N. Zamora*
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 Napo Elementary School in Carcar City Division during School Year 2025–2026. The study involved 30 teacher-respondents and examined their demographic profile. A descriptive-correlational research design was utilized, and data were gathered using structured survey questionnaires. Frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used in analyzing the data. Findings revealed that the respondents were predominantly female and mostly in the middle-age group, indicating a generally mature teaching workforce with substantial classroom experience. Most held graduate-level education, showing continuous professional development, while the majority had considerable years of teaching experience. In terms of position, most were mid-level classroom teachers actively engaged in instructional delivery. Teachers demonstrated a generally moderate level of knowledge of disability categories, with adequate understanding of general disability types but limited depth in more complex conceptual areas. Instructional modification practices were also moderately implemented, particularly in lesson adaptation and instructional delivery, while consistency in differentiated instruction and assessment modification remained limited. Correlation analysis showed that there was no significant relationship between teachers’ knowledge of disability categories and their instructional modification practices. The study concluded that knowledge alone did not determine the actual application of inclusive instructional strategies. It is recommended that targeted training, instructional coaching, mentoring, and strengthened professional learning communities be implemented to enhance both teacher competence and consistent application of inclusive education practices in the school setting.

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

*Corresponding author / Email: rayammiel10@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041645

Recommended citation:
Zamora, M. N. (2026). The role of teachers’ knowledge of disabilities on their instructional modification practices for learners with special educational needs. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1043-1060. http://doi.org/10.69651/PIJHSS05041645

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