Teachers’ Proficiencies Towards the Implementation of Inclusive Education and Identifying the Characteristics of Specific Learning Difficulties

This study assessed the proficiency of general education teachers in implementing inclusive education and identifying the characteristics of specific learning difficulties (SLD) in public schools in Liloan, Cebu, Philippines. Using a descriptive-correlational quantitative design, data were gathered from 30 teachers at Lataban Elementary School and Lataban National High School through a validated questionnaire. Results indicated that while teachers exhibited an overall proficient level in inclusive education, their practical competencies in areas such as using assistive technologies, applying evidence-based strategies, and teaching students with special needs were only moderate. In contrast, teachers demonstrated strong agreement in recognizing SLD characteristics, particularly for dyslexia, dysgraphia, and dyscalculia. A significant positive relationship was found only between teachers’ educational attainment and their proficiency in implementing inclusive education. Furthermore, a significant difference was identified, with teachers scoring higher in SLD identification than in the practical implementation of inclusive strategies. The findings highlight a critical gap between theoretical knowledge and classroom application, influenced by factors such as large class sizes and limited targeted training. To address these concerns, a structured action plan was developed, focusing on enhanced professional development, resource provision, and collaborative support systems to bridge proficiency gaps and promote equitable, effective, and inclusive education.

Special Education, Inclusive Education, Teacher Competencies

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