Abstract
This qualitative study aimed to determine the knowledge, commitment, and classroom practices of general education educators in implementing disability policies in selected schools in Pasay City. Data were collected through interviews, focus group discussions, classroom observations and document analysis. Thematic analysis was applied to examine data. The findings revealed that educators demonstrated varying levels of knowledge regarding disability policies and inclusive education practices. Some participants were familiar with accommodations, differentiated instruction, and classroom modifications. Others had difficulty due to inadequate training, insufficient resources, and lack of institutional support. Despite these challenges, educators remained committed to serving students with disabilities through the use of flexible teaching methodologies, tailored approaches, and classroom modifications. The study concluded that the effective implementation of disability policies depends primarily on educators’ knowledge and commitment, institutional support, accessible resources, collaborative efforts, and opportunities for continuous, professional development.
