Teachers’ Competence in the Implementation of Instructional Materials in Facilitating Inclusive Education

Abstract

During the academic year of 2023-2024, this research examined teachers’ competence in utilizing instructional materials to support inclusive education at Cogon Elementary School in Tagbilaran City. Using a descriptive-correlational approach, information was gathered from 40 teachers through a survey based on Parson's (2017) Structural-Functionalist Theory and Ostroff et al.'s (2012) study. The demographic characteristics showed that the majority of participants were women, between 36 and 40 years old, had completed some postgraduate studies, and had been teaching for a minimum of 13 years. The research looked at five main areas of expertise: special education laws and policies, proficiency in assessments and individualized education programs (IEPs), comprehension of various disabilities and learning needs, evidence-based teaching strategies, and awareness of inclusive practices. Findings showed that participants exhibited strong knowledge of special education laws and policies (average score 2.70), yet showed only intermediate understanding in the areas of assessment and IEP development (average score 2.01). Teachers showed a strong preference for visual aids (mean score 3.03) and manipulatives (mean score 2.93) in their instructional approaches, but expressed less confidence in using assistive technology devices (mean score 2.29) and augmentative and alternative communication systems (mean score 2.26). Examination of the data using Pearson's correlation coefficient showed no significant correlation (r = 0.029, p = 0.858) between teachers’ competence levels and their implementation of instructional materials in inclusive settings. The research found that focused efforts were necessary to improve teachers' abilities in certain aspects of inclusive education, specifically in utilizing specialized instructional materials and technologies. Suggestions comprised of holding workshops for professional development, promoting joint lesson planning between general and special education teachers, introducing peer observation and feedback mechanisms, and enhancing resource distribution to support teachers in building better inclusive classrooms. These results impact teacher training programs and school policies in Philippine elementary schools, highlighting the importance of ongoing professional development and support for implementing inclusive education practices.