Inclusive Education Implementation: Assessing Non-SpEd Teachers’ Knowledge, Attitudes, and Practices in Matab-ang Elementary School

Abstract

This quantitative descriptive-correlational study assessed the Knowledge, Attitudes, and Practices (KAP) of non-Special Education (non-SpEd) teachers on the implementation of Inclusive Education for Learners with Special Needs at Matab-ang Elementary School. The research addressed the persistent challenge in Philippine public schools of uneven inclusive practice and limited professional preparedness among general education teachers. The study involved 30 non-SpEd teachers selected through purposive sampling , and the data were analyzed using Weighted Mean and Pearson’s r Correlation. The findings revealed varying levels across the three domains: teachers demonstrated a Moderate level of Knowledge (Mean = 3.24) and a generally Positive Attitude (Mean = 2.67) toward inclusive education. Their actual classroom behaviors, however, were rated as Highly Inclusive (Mean = 3.26). This suggests that despite a moderate conceptual understanding and minimal formal training, teachers' professional commitment drives them to actively adopt inclusive approaches. The correlation analysis showed a moderate positive and statistically significant relationship between Knowledge and Practices (r = 0.423, p = 0.020) , underscoring the crucial role of formal understanding in shaping effective classroom implementation. Conversely, the relationships between Knowledge and Attitude (r = -0.193) and Attitude and Practices (r = 0.110) were found to be non-significant. Based on these results, the study proposes the Inclusive Education Empowerment Program (IEEP) as a comprehensive action plan to enhance teachers’ competence, ensuring the consistent and effective application of inclusive education principles.