Beyond Awareness: Non-Sped Teachers’ Knowledge, Attitudes, and Practices on the Implementation of Inclusive Education for Learners with Special Needs

This study assessed the Knowledge, Attitudes, and Practices (KAPs) of non-SpEd teachers regarding inclusive education implementation and examined the relationships among these variables at Talavera Elementary School for the School Year 2025–2026. Utilizing a quantitative, descriptive-correlational research design, the study gathered data from 30 non-SpEd teachers selected through purposive sampling. The findings revealed that the teachers exhibited a moderate level of knowledge (Mean = 3.22) about inclusive education principles, suggesting familiarity but limited mastery of technical strategies. However, they demonstrated a positive attitude and reported highly inclusive practices in their classrooms. Crucially, the correlation analysis showed no significant relationship among the study variables (Knowledge, Attitude, and Practice). This implies that the teachers’ foundational knowledge and positive outlook do not automatically translate into consistent or effective application of inclusive strategies, highlighting a gap between willingness and practical competence, likely due to a lack of sustained training or institutional support. The study concludes that while non-SpEd teachers at Talavera Elementary School are committed to inclusion, their moderate knowledge level and the non-significant correlation among KAPs demand intervention. The results serve as the basis for a proposed School-Based Action Plan focused on continuous professional development, hands-on coaching, and resource provision to bridge the gap and strengthen the consistent implementation of inclusive education practices.

Special Education, Knowledge-Attitude-Practice (KAP)

1. Abantas, D. (2022). Teachers’ attitudes and pedagogical skills in inclusive education: A Philippine perspective. Philippine Journal of Special Education, 14(2), 45–60. [Google Scholar] [Crossref]

2. Agboola, B. O. (2024). Teachers’ academic qualifications and readiness for inclusive education: A correlational study. Journal of Inclusive Education Research, 6(2), 45–57. [Google Scholar] [Crossref]

3. Albaladejo, I. M., & Giménez, C. R. (2023). Young teachers and inclusive pedagogy: The influence of generational change in schools. European Journal of Teacher Education, 46(3), 321–338. https://doi.org/10.1080/02619768.2023.2175084 [Google Scholar] [Crossref]

4. Alkhateeb, A., Alsahafi, N., & Alghamdi, R. (2023). Gender differences in teachers’ attitudes and competencies toward inclusive education. International Journal of Educational Research, 122, 102195. https://doi.org/10.1016/j.ijer.2023.102195 [Google Scholar] [Crossref]

5. Arias-Pastor, L., Martínez-Rodríguez, R., & Sánchez, J. (2024). Teacher training and self-efficacy in inclusive education: Evidence from European classrooms. International Journal of Inclusive Education, 28(3), 410–427. https://doi.org/10.1080/13603116.2023.2212345 [Google Scholar] [Crossref]

6. Araña, L. A. (2022). Challenges encountered in the implementation of Special Education (SPED) program: Basis for plan of action (DepEd E-Saliksik research report). Department of Education. https://e-saliksik.deped.gov.ph/challenges-encountered-in-the-implementation-of-special-education-SpEd-program-basis-for-plan-of-action/?download=5579 [Google Scholar] [Crossref]

7. Baek, C., Lee, S., & Kim, J. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 108, 103458. https://doi.org/10.1016/j.tate.2024.103458 [Google Scholar] [Crossref]

8. Baguisa, L. R., & Ang-Manaig, K. (2019). Knowledge, skills and attitudes of teachers on inclusive education and academic performance of children with special needs. People: International Journal of Social Sciences, 4(3), 1409–1425. https://doi.org/10.20319/pijss.2019.43.14091425 [Google Scholar] [Crossref]

9. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

10. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

11. Chen, Y., Zhang, L., & Liu, H. (2024). Intergenerational mentoring and inclusive teaching: Sustaining teacher collaboration for inclusion. Frontiers in Education, 9, 137–148. https://doi.org/10.3389/feduc.2024.112345 [Google Scholar] [Crossref]

12. Commission on Higher Education. (2023). CHEDRO-III Memorandum No. 159, s. 2023 – Foundation of Special and Inclusive Education. https://chedro3.ched.gov.ph/wp-content/uploads/2023/09/CHEDRO-III-MEMORANDUM-No.-159-series-of-2023.pdf [Google Scholar] [Crossref]

13. Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4). [Google Scholar] [Crossref]

14. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 [Google Scholar] [Crossref]

15. Department of Education. (2022). DepEd Order No. 023, s. 2022 – Child Find Policy for Learners with Disabilities Towards Inclusive Education. https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_023.pdf [Google Scholar] [Crossref]

16. Diao, X., & Liu, F. (2022). Gendered empathy and attitudes toward inclusive education among teachers: A comparative analysis. Asia Pacific Education Review, 23(4), 879–891. https://doi.org/10.1007/s12564-022-09789-1 [Google Scholar] [Crossref]

17. Drieu, D. (2023, October 11). Inclusive education and early years baseline report 2023. Government of Jersey. https://tinyurl.com/yrupmmtt [Google Scholar] [Crossref]

18. Faltaldo, P., Rivera, T., & Gomez, M. (2016). Correlational research design in educational studies: Guidelines and applications. Philippine Educational Review, 18(1), 33–48. [Google Scholar] [Crossref]

19. Greco, G. (2018). Inclusive education: Adapting to diverse learners in contemporary classrooms. International Journal of Education and Research, 6(4), 22–36. [Google Scholar] [Crossref]

20. Habibnezhad Allameh, M. (2024). Brain-based teaching and inclusive education: Bridging cognitive diversity with instructional design. Journal of Educational Psychology and Neuroscience, 5(1), 67–81. [Google Scholar] [Crossref]

21. Jugan, M. B., Delos Reyes, N. R., Pepito, J. C., Jr., Capuno, R. G., Pinili, L. C., Cabigon, A. F. P., Sitoy, R. E., & Mamites, I. O. (2024). Attitudes of elementary teachers towards inclusive education of learners with special education needs in a public school. PowerTech Journal, 48(1). https://doi.org/10.52783/pst.487 [Google Scholar] [Crossref]

22. Kimhi, Y., & Bar Nir, A. (2025). Teacher training in transition to inclusive education. Frontiers in Education, 10, 1567. https://doi.org/10.3389/feduc.2025.013456 [Google Scholar] [Crossref]

23. Lao, K. A. C., Lao, H. A., Siason, V., & Cadapan, E. D. (2022). Attitude towards inclusive education among prospective teachers: Is there gender polarization? International Journal of Special Education, 37(3). [Google Scholar] [Crossref]

24. Manligoy, R. (2023). Teachers’ attitude towards inclusive education and their sense of well-being. Philippine E-Journals, 8(1). [Google Scholar] [Crossref]

25. Masongsong, J. M., Lopres, J. R., Aguirre, M. M., & Lopres, G. M. (2023). Level of teachers’ training in inclusive education and their sense of efficacy. International Journal of Science and Management Studies, 6(5). [Google Scholar] [Crossref]

26. Mthetwa, G. S. (2008). Principals’ knowledge and attitudes regarding inclusive education: Implications for curriculum and assessment. Journal of Education for All, 12(1), 77–92. [Google Scholar] [Crossref]

27. Oliver, M. (1990). The politics of disablement: A sociological approach. Macmillan. [Google Scholar] [Crossref]

28. Pagaduan, J., & Natividad, L. (2025). Adapting teaching to a diverse classroom: Perspectives from Filipino educators. Philippine Journal of Education, 49(1), 101–118. [Google Scholar] [Crossref]

29. Rahman, S., & Zulkifli, N. (2023). Professional experience and reflective practices in inclusive teaching among mid-career educators. Journal of Educational Development, 58, 102–118. [Google Scholar] [Crossref]

30. Raguindin, P. Z. J. (2025). Key competencies of Filipino teachers for inclusive education. SAGE Open, 15(2), 1–12. [Google Scholar] [Crossref]

31. Republic of the Philippines. (1992, March 24). Republic Act No. 7277: An Act providing for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society and for other purposes. Official Gazette. https://www.officialgazette.gov.ph/1992/03/24/republic-act-no-7277/ [Google Scholar] [Crossref]

32. Republic of the Philippines. (2022, March 11). Republic Act No. 11650: An Act instituting a policy of inclusion and services for learners with disabilities in support of inclusive education, establishing Inclusive Learning Resource Centers of learners with disabilities in all school districts, municipalities and cities, providing for standards, appropriating funds therefor, and for other purposes. Official Gazette. https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/ [Google Scholar] [Crossref]

33. Roslyakova, E. V., & Sokolova, L. N. (2024). Teachers’ attitudes towards inclusive education in school. Psyjournals.ru, 2024(5). [Google Scholar] [Crossref]

34. Selenius, H., & Hau, K. (2021). A scoping review on the psychometric properties of the Teacher Efficacy for Inclusive Practices (TEIP) scale. European Journal of Special Needs Education, 36(4), 568–583. https://doi.org/10.1080/08856257.2021.1884567 [Google Scholar] [Crossref]

35. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. International Journal of Inclusive Education, 16(3), 243–257. https://doi.org/10.1080/13603111003663234 [Google Scholar] [Crossref]

36. Teacher efficacy and attitude in inclusive education as predictors of readiness for inclusive education: An explanatory sequential design. (2024). EPRA International Journal of Multidisciplinary Research (IJMR), 10(5). [Google Scholar] [Crossref]

37. Tzivinikou, S., & Kagkara, D. (2022). Teachers’ pedagogical flexibility and inclusive education: A multidimensional perspective. International Journal of Inclusive Education, 26(12), 1301–1316. https://doi.org/10.1080/13603116.2021.1882052 [Google Scholar] [Crossref]

38. UNESCO. (2021). Inclusive education: Ensuring education for all. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000374136 [Google Scholar] [Crossref]

39. UNICEF. (2017). Inclusive education for children with disabilities: Guidance note. United Nations Children’s Fund. https://www.unicef.org/reports/inclusive-education-children-disabilities-2017 [Google Scholar] [Crossref]

40. World Bank Group. (2025). Disability inclusion in education: Global report 2025. World Bank Publications. https://tinyurl.com/yeyytw86 [Google Scholar] [Crossref]

41. Yilmaz, F., & Derya, R. (2025). Teacher preparedness for inclusive education. ResearchGate. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study