Teachers’ Awareness of Inclusive Education Policies and Their Attitudes Toward Learners with Disabilities in Regular Education Settings: Basis for an Action Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I2.425Keywords:
Special Education, Inclusive Education Policy Awareness, Teachers’ Attitudes Toward Learners With Disabilities, Descriptive-Correlational, Lipata National High School, Minglanilla, Cebu, PhilippinesAbstract
This study examined teachers’ awareness of inclusive education policies and their attitudes toward learners with disabilities in regular education settings as basis for an action plan. A descriptive-correlational research design was used, and the study was conducted at Lipata National High School in Minglanilla, Cebu during School Year 2025–2026. Through total enumeration, all 67 qualified general education and subject teachers participated in the study. Data were gathered using an adapted survey questionnaire that measured policy awareness across four dimensions and teacher attitudes across four dimensions. Frequency, percentage, weighted mean, and standard deviation were used to analyze the data, while Pearson Product-Moment Correlation was used to test the relationship between the two variables. Findings showed that teachers had a moderate level of awareness of inclusive education policies and generally positive attitudes toward learners with disabilities. A statistically significant moderate positive relationship was found between policy awareness and teachers’ attitudes. The study concluded that teachers’ readiness for inclusive education is influenced by their level of policy awareness, although awareness alone is not sufficient to ensure effective inclusive practice. Based on the findings, an action plan was proposed to strengthen teachers’ policy awareness and attitudinal readiness toward inclusive education.
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