Measuring the Success of General Education Teacher Strategies in Inclusive Learning Settings

Abstract

This study examines the effectiveness of practical techniques and interventions employed by general education teachers in inclusive education at Bonbon Elementary School, Cebu, during the academic year 2024-2025. Anchored in Social Cognitive Theory (SCT) and the Universal Design for Learning (UDL) framework, it emphasizes the role of teachers’ self-efficacy and adaptability in fostering inclusive learning environments. A descriptive research design was utilized, involving 30 regular teachers instructing students with and without special needs. Data were collected using a pre-existing questionnaire to evaluate interventions such as differentiated instruction, cooperative learning, and curriculum adaptation. Findings show that teachers excel in applying differentiated instruction and cooperative learning strategies but face challenges in modifying assessments for students with special needs. Collaboration with SpEd professionals was pointed out as an area need improvement, while no significant correlation emerged between demographic factors and teacher performance in implementing inclusive strategies. The study emphasizes the need for targeted professional development, mentorship systems, and enhanced collaboration between general and special education teachers to optimize inclusive education practices and improve student outcomes.