Author
Rowena L. Caballes*
Cebu Technological University-Main Campus, Cebu City, Philippines
Abstract
This study assessed the regular teachers’ knowledge of disability categories and instructional modification practices at Sibonga Central Elementary School during School Year 2025–2026 as basis for a proposed Action Plan to enhance teaching strategies for diverse learners. It specifically aimed to determine teachers’ demographic profile, level of knowledge, extent of instructional modification practices, and the relationship between the two variables. A descriptive-correlational research design was used. Purposive sampling involved 35 teacher-respondents who met the inclusion criteria of handling learners with diverse needs. Data were gathered using adapted survey questionnaires. Frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used in analysis. Findings revealed that respondents were mostly female, middle-aged, and experienced teachers with varying educational attainment and positions, indicating a stable teaching workforce. Teachers demonstrated moderate knowledge of disability categories, with better understanding of general instructional strategies but limited ability to identify specific disabilities and learner characteristics. Instructional modification practices were also moderate, particularly in assessment adjustments, while differentiated instruction and individualized strategies were less consistently applied. Correlation analysis showed a negligible and non-significant relationship between knowledge and instructional practices, indicating that knowledge alone did not significantly influence classroom implementation. The study concluded that both knowledge and practice require strengthening. It is recommended that an Action Plan be implemented focusing on targeted training in disability identification.
Keywords: Special Education, teachers’ knowledge on disability categories, instructional modification practices, action plan, Sibonga Central Elementary School.
*Corresponding author / Email: caballesrowena42@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041646
Recommended citation:
Caballes, R. L. (2026). Knowledge of disability categories and instructional modification practices of regular teachers. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1061-1082. http://doi.org/10.69651/PIJHSS05041646
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