Teachers’ Readiness on the Performance of Learners with Disabilities in Regular Schools: Basis for Inclusive Education Modules

This study investigates the relationship between teacher readiness and the performance of learners with disabilities (LWDs) in regular secondary schools. Employing an explanatory mixed-methods design, the research surveyed 100 public school teachers and conducted focus group discussions in Valenzuela City to capture both statistical trends and lived experiences.
Findings reveal that while teachers maintain highly positive attitudes and adequate knowledge of inclusive policies, they experience significant gaps in practical skills, particularly regarding assistive technologies and specialized instructional materials. Learners with disabilities showed observable progress in participation and academic growth; however, meeting grade-level competencies remains a persistent challenge. Crucially, the study identified a significant positive correlation between teacher readiness—comprising knowledge, skills, attitude, and training—and the overall performance rate of LWDs. No significant differences in readiness were found based on teachers' age, gender, or experience.
Based on these results, the study developed the "No Learner Left Behind" inclusive education module, a 40-hour training program designed to bridge the gap between theoretical knowledge and practical classroom application.

Inclusive Education, Teacher Readiness, Learners with Disabilities, Instructional Strategies

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