Implementing Inclusive Education for Learners with Special Needs: Exploring Non-SpEd Teachers’ Knowledge, Attitudes, and Practices in Nangka National High School

Abstract

Inclusive education, mandated by the Philippine Republic Act 11650, remains unevenly implemented, particularly in mainstream public school settings where non-Special Education (non-SpEd) teachers often serve as the first line of support for learners with special needs. This study assessed the Knowledge, Attitudes, and Practices (KAPs) of non-SpEd teachers at Nangka National High School regarding the implementation of inclusive education and examined the correlation among these variables. Utilizing a quantitative, descriptive-correlational design, the research gathered data from 30 purposively selected non-SpEd teachers using a validated survey questionnaire. Statistical analysis included the Weighted Mean to determine the level of KAPs and Pearson’s r correlation to test the relationships. The overall results showed that the teachers demonstrated a moderate level of knowledge (mean = 2.81), a positive attitude (mean = 2.70), and inclusive practices (mean = 3.24) toward inclusive education. A strong positive correlation was found between knowledge and attitude (r = 0.628, p < .001), suggesting that increased knowledge leads to more favorable perspectives. Moreover, the study revealed a very weak and statistically insignificant negative relationship between attitude and practices (r = -0.116, p = 0.542). This indicates a gap where positive intentions do not consistently translate into the effective and observable application of inclusive classroom strategies. Finally, the study also showed a weak and statistically insignificant negative correlation between knowledge and practices (r = -0.167, p = 0.379). This means that a teacher’s level of knowledge about inclusive education does not necessarily correspond to the frequency or quality of their inclusive practices. The findings emphasize that while teachers are willing, external or structural factors may hinder consistent implementation. Based on these results, a School-Based Action Plan is proposed to strengthen inclusive education through targeted capacity-building, peer mentoring, and policy integration.