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Inclusive Classrooms in Focus: Preparedness of Receiving Teachers to Support Learners with Special Educational Needs.

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Title: Inclusive Classrooms in Focus: Preparedness of Receiving Teachers to Support Learners with Special Educational Needs.
Authors: Beronque, Marilou A.1 marilou.beronque@deped.gov.ph, Beronque, Edgar L.2, Delos Reyes, Niña Rozanne T.1
Source: Psychology & Education: A Multidisciplinary Journal. 2026, Vol. 57 Issue 5, p651-662. 12p.
Subject Terms: *Inclusive education, *Children with disabilities, *Achievement gains (Education), *Individualized instruction, *Teacher education, *Continuing education
Abstract: This research aimed to evaluate the preparedness of receiving teachers within inclusive classroom settings and Learners with Special Educational Needs (LSENs) progress at Tabunoc Central Elementary School, under the Division of Talisay City, for the academic year 2025–2026, as a basis for developing an Action Plan on Inclusive Education. This study employed a descriptive–correlational design to determine the extent of teacher preparedness in terms of knowledge, skills, and attitudes, as well as the level of LSENs’ progress across affective, cognitive, and psychomotor domains using weighted mean, and to examine the significant relationship between these variables through Pearson-r correlation. There were 30 respondents in the sample, and it was selected using complete enumeration sampling. Based on the study’s findings, the study concluded that receiving teachers possess a foundational level of preparedness for inclusive education, demonstrating essential knowledge, basic skills, and positive attitudes, but needing deeper understanding and stronger application of differentiated strategies. Learners with special educational needs show developing proficiency across affective, cognitive, and psychomotor domains. The significant correlation between teacher preparedness and learner progress highlights the importance of continuous professional development to strengthen inclusive teaching practices and ensure equitable learning opportunities. The researcher recommended implementing the proposed action plan as a framework to guide teachers in training and professional development, enhancing inclusive classroom practices and supporting the holistic growth of students with special educational needs. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This research aimed to evaluate the preparedness of receiving teachers within inclusive classroom settings and Learners with Special Educational Needs (LSENs) progress at Tabunoc Central Elementary School, under the Division of Talisay City, for the academic year 2025–2026, as a basis for developing an Action Plan on Inclusive Education. This study employed a descriptive–correlational design to determine the extent of teacher preparedness in terms of knowledge, skills, and attitudes, as well as the level of LSENs’ progress across affective, cognitive, and psychomotor domains using weighted mean, and to examine the significant relationship between these variables through Pearson-r correlation. There were 30 respondents in the sample, and it was selected using complete enumeration sampling. Based on the study’s findings, the study concluded that receiving teachers possess a foundational level of preparedness for inclusive education, demonstrating essential knowledge, basic skills, and positive attitudes, but needing deeper understanding and stronger application of differentiated strategies. Learners with special educational needs show developing proficiency across affective, cognitive, and psychomotor domains. The significant correlation between teacher preparedness and learner progress highlights the importance of continuous professional development to strengthen inclusive teaching practices and ensure equitable learning opportunities. The researcher recommended implementing the proposed action plan as a framework to guide teachers in training and professional development, enhancing inclusive classroom practices and supporting the holistic growth of students with special educational needs. [ABSTRACT FROM AUTHOR]
ISSN:28224353
DOI:10.70838/pemj.570510