Abstract
This study investigated the effectiveness of inclusive teaching strategies in supporting learners with special needs in a public secondary school in Cebu, Philippines, during the 2024–2025 school year. Specifically, it examined teachers' demographic profiles, commonly used strategies, the extent of adaptation to learner needs, challenges encountered, and the association between teacher profiles and adaptability. A descriptive-correlation design was employed, involving a total of 23 teachers through a total enumeration. Data were gathered using a validated survey questionnaire and analyzed using frequency counts, percentages, weighted means, standard deviations, and the Chi-square Test of Independence. Findings showed that the most frequently used strategies were the appropriate use of teaching-learning materials (f = 19, 20.88%), group work (f = 16, 17.58%), and cooperative learning (f = 16, 17.58%), while individualized approaches such as peer buddy systems (f = 9, 9.89%) and circles of friends (f = 8, 8.79%) were less common. Teachers strongly agreed that they adapted strategies to meet learner needs (overall weighted mean = 4.69, SD = 0.57). The most pressing challenges were inadequate resources (14.78%), large class sizes (13.91%), and insufficient training (13.04%). Chi-square results revealed no significant associations between teacher demographics and adaptability—age and sex (χ² = 0.38), educational attainment (χ² = 0.39), teaching experience (χ² = 0.52), and number of trainings (χ² = 0.11), all below the critical value of 3.841 (p > .05). The findings underscore that teacher adaptability is shaped less by demographic factors than by systemic conditions. A training plan emphasizing professional development, resource provision, and institutional support is recommended to sustain inclusive practices.
