Teachers’ Readiness in Handling Learners with Special Needs in Inclusive Classrooms

This study determined teachers’ readiness in handling learners with special needs in inclusive classrooms in selected large public secondary schools in the Fifth Legislative District of the Schools Division of Pangasinan II. Specifically, it assessed teachers’ readiness in terms of knowledge, skills, attitudes, and instructional practices, as well as the relationship and significant differences between teachers’ profile variables and their readiness for inclusive education. The study employed a descriptive-correlational quantitative research design. The respondents consisted of one hundred three (103) public secondary school teachers from eight large public secondary schools selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire. Statistical tools used included frequency and percentage, weighted mean, Pearson Product-Moment Correlation Coefficient (Pearson r), t-test, and one-way Analysis of Variance (ANOVA). Findings revealed that most respondents were 36–40 years old, predominantly female, had 6–10 years of experience in handling learners with special needs, possessed graduate studies, and attended only 1–2 trainings related to inclusive education. Teachers demonstrated a High Level of Readiness in terms of knowledge, skills, attitudes, and instructional practices, with attitudes obtaining the highest mean. Lower ratings were observed in lesson modification, inclusive assessment, differentiated instruction, assistive technology integration, and policy awareness. Results further showed that age had a significant relationship with knowledge, attitudes, and overall readiness, while seminars attended significantly influenced attitudes and overall readiness. The study concluded that teachers are generally ready for inclusive education; however, continuous professional development remains necessary to strengthen inclusive teaching competencies further.