Preparedness of Filipino High School Educators For Inclusive Education of Students with Special Needs

Abstract

This study looked at how ready the teachers at OPRRA High School are to implement inclusive education in their classrooms. Inclusive education means making sure all students, including those with disabilities or different learning needs, can learn together in a supportive environment. The study used a descriptive-correlational design and gathered data from 30 randomly selected teachers using a reliable survey questionnaire. The survey asked about their age, gender, education, teaching experience, specialization, and number of trainings attended. It also assessed their preparedness in four areas: knowledge, skills, attitudes, and practices. The results showed that teachers are generally "Competent" in knowledge and skills, "Very Competent" in their attitudes, and "Practiced" in using inclusive teaching strategies. The study found that training is the most important factor linked to preparedness. Teachers who had more relevant training felt more prepared to teach students with special needs. Educational attainment also had a positive effect, while longer teaching experience and older age were linked to lower attitudes and practices. In conclusion, the study highlights the need for more professional development programs focused on inclusive education. These programs can help improve teachers' confidence and ability, especially in areas like assessment, communication with parents, and using assistive tools. The findings can help school leaders and policymakers design better training and support systems for teachers to create inclusive classrooms where all students can succeed.