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Abstract
The study sought to determine the mainstreaming practices, experiences, and challenges of teachers in handling learners with special educational needs in regular classes and their attitude and self-efficacy towards inclusion. A descriptive-correlational design was used in this study. The researcher administered a survey to 157 teachers who were handling learners with special needs in regular classes. The study revealed that the mainstreaming practice of elementary teachers is aligning topics within the curriculum standards and employment of differentiated instructions. Further, it is disclosed that teachers have better social than physical and emotional experiences with learners with special needs. Teachers’ attitudes towards treating learners with special needs revealed that their instruction and teaching style should meet the diverse needs of these learners. On the other hand, teachers’ self-efficacy showed that they can collaborate with professionals in designing educational plans, are able to get children to follow classroom rules, and provide an appropriate activity for learners with special needs. The study found that there is a significant correlation between attitudes and self-efficacy of teachers which indicated their acceptance of including learners with special needs in regular classes relies on how well they are prepared for the implementation of inclusive education. Teachers believe that the main challenge in the implementation of inclusive education is the lack of assistive and adaptive materials and accessible facilities in the schools.
