Awareness and Preparedness of Teachers on the Individualized Education Plans (IEPs) for Special Education Learners within Inclusive Settings

Abstract

This study assessed the awareness and preparedness of public elementary school teachers in Tagbilaran City Division regarding Individualized Education Plans (IEPs) for special education learners within inclusive settings during the 2025-2026 school year. It was guided by Bandura’s Self-Efficacy Theory, Social Constructivist Theory, Transformative Learning Theory, and Philippine inclusive education laws (R.A. 9442, R.A. 10533, R.A. 11650, and DepEd Order No. 44, series of 2021). Using a descriptive correlational design and convenience sampling, 45 teachers from three public schools in the Tagbilaran City division participated. Results showed moderate overall awareness; teachers were somewhat knowledgeable about key IEP components, except in the areas of monitoring and evaluation, where significant gaps were identified. Teachers understood learner needs and barriers but lacked expertise in assessment, goal-setting, collaboration with specialists and families, and practical monitoring. Preparedness to implement IEPs was also moderate, with weaknesses in IEP development, goal implementation, and progress tracking. However, teachers demonstrated stronger preparedness in collaboration, parental involvement, the use of assistive technology, material adaptation, and engagement in professional development. A significant positive correlation was found between teachers’ level of awareness and their extent of preparedness, indicating that increased knowledge enhances teachers’ ability to effectively carry out IEP responsibilities. These findings highlight the need for targeted professional development to address critical gaps in practical IEP processes like monitoring, evaluation, and individualized instructional planning. Improving teacher knowledge and skills is crucial to enhancing the quality and effectiveness of IEP implementation, ultimately supporting special education learners in inclusive classrooms.