Non- SPED Teachers’ Readiness for Inclusive Education
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This study was conducted to determine the Non-Special Education teachers’ readiness for inclusive education. The researchers employed a descriptive correlational quantitative research design. The participants utilized the fifteen (15) non-SPED teacher-advisers of Learners with Special Education Needs (LSEN) as tagged in the DepEd Learner Information System at the Division of Escalante City (S.Y. 2023-2024). The level of readiness of the Non-SPED Teachers for inclusive education was investigated in terms of Approaches / Strategies, Classroom Management, and Delivery of Lessons through teachers’ self-evaluation and school heads’ Evaluation. The researchers used a researcher-made questionnaire. Mean, standard deviation, and Pearson correlation coefficient were used as statistical tools for data treatment and analyses. There was a significantly positive correlation between Teachers’ self-evaluation and school heads evaluation regarding the readiness of Non-SPED teachers for inclusive education (r = 0.80). Both Non-SPED teachers and school heads perceived it to be ready in terms of Approaches / Strategies, Delivery of Lessons, and Classroom Management which has the highest overall mean score of (4.30).
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