Abstract
This research assessed the effectiveness of receiving teacher practices in supporting students with special educational needs (SEN) and explored student progress at Talisay City National High School for the school year 2023-2024. A descriptive-correlational design was employed to examine the relationship between the extent of inclusive teacher practices and student progress. The sample consisted of 47 respondents selected through simple random sampling from the population of receiving teachers. The data were analyzed using the following statistical tools: frequency counts and percentages for demographic profiles, weighted mean for evaluating the extent of inclusive teacher practices and student progress, and the Pearson-r correlation test to determine significant relationships. The study found that most respondents were aged 31 to 37, had Master's units, and 6-10 years of teaching experience. Collaboration, progress monitoring, pedagogical support, and psychological assistance between receiving and special education teachers were often practiced, indicating a strong commitment to inclusive education for students with special educational needs (SEN).The researcher concluded that a comprehensive, collaborative teaching approach, continuous progress monitoring, targeted pedagogical support, and psychological assistance significantly benefit students with special educational needs in inclusive settings. It is highly recommended to adopt the Action Plan on Inclusive Education as a foundation for teacher training and professional development to enhance the holistic development of these students.
