Readiness and Challenges of Regular Teachers in Handling Elementary Learners with Intellectual Disabilities in an Inclusive Environment in the Philippines

Abstract

Regular teachers face readiness and challenges in dealing with elementary learners on ID, indicating a need for training, resources, and inclusive instruction. Preparedness and challenges in managing learners with IDs within an inclusive setting among regular elementary teachers were the focus of this study, as the outcome informed a strategic action plan. This study employed a descriptive-correlational design, using a three-part, structured, pilot-tested, and researcher-made questionnaire to gather data from 246 public elementary regular teachers teaching in the 12 identified DepEd public elementary schools in Cebu, Philippines. The collected data were statistically treated using frequency, weighted mean, median, standard deviation, rank, Chi-square test of independence, and ANOVA. The study revealed a correlation between preparedness and challenges encountered by public elementary regular teachers in teaching learners with IDs, which indicates a strong correlation between preparedness and reported challenges. Additionally, it revealed a significant difference in the level of readiness among respondents grouped by their length of teaching experience. Moreover, it revealed a significant difference when grouped by field of specialization, suggesting that teachers’ specialization influences the types and extent of challenges they encounter in IE. It was concluded that public elementary regular teachers manifest a moderate readiness to deal with learners with IDs. The researcher suggested that the proposed strategic action plan be implemented and evaluated to enhance the lives of public elementary regular teachers in supporting learners with IDs.