Readiness of Graduate School Students on the Implementation of Differentiated Instruction in Inclusive Classrooms

This study assesses the readiness of Master of Arts in Special Education (MAEd SPED) students at Cebu Technological University–Main Campus in implementing Differentiated Instruction (DI) in inclusive classrooms for the academic year 2025-2026. Utilizing a quantitative descriptive-correlational design and complete enumeration sampling, the study involved 41 respondents who were surveyed on their demographic profiles, perceived readiness for DI, and the challenges they face in its implementation. The findings revealed that respondents generally felt "Ready" to implement DI, particularly in areas such as defining learner objectives and creating supportive learning environments. However, several challenges emerged, including time management, classroom management, and insufficient resources. The most significant barriers included the logistical demands of DI, particularly in large classrooms, which hindered its full implementation. The study highlights that while MAEd SPED students are confident in applying DI strategies, structural barriers such as class sizes and resource limitations impede the effective application of these strategies in real classroom settings. Based on the findings, the study emphasizes the need for targeted professional development, systemic support, and adequate resources to enhance DI implementation in inclusive classrooms. The study's insights aim to contribute to the improvement of teacher preparation programs and the alignment of educational policies with the principles of inclusive education.

Special Education, Differentiated Instruction, Inclusive Classroom, Professional Development

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