Teachers’ Knowledge and Practices in Handling Children with Learning Disabilities in Inclusive Classroom

AUTHOR(S)

AIMA MABBORANG – SANTOS JOEL T. CAYABYAB, EdD

ABSTRACT

——This study investigated teachers’ knowledge of learning disabilities and the teaching practices used for learners with disabilities in Solana North District, Solana, Cagayan during the 2025–2026 school year. It described the respondents’ profiles according to age, sex, educational attainment, years of teaching in inclusive classes, years handling learners with learning disabilities, and attendance in seminars and trainings related to inclusive education. The study also assessed teachers’ knowledge in the areas of legal and policy frameworks, identification and assessment, the effects of disability on learning and development, and instructional strategies and interventions. In addition, it determined the extent of teachers’ classroom practices in handling learners with disabilities and examined the relationship between teachers’ profiles, their level of knowledge, and teaching practices. The study employed a quantitative descriptive-survey research design. A researcher-made questionnaire-checklist was used to collect data from 119 primary teachers. Data were analyzed using frequency counts, percentages, means, and Kendall’s tau-b (τᵦ). Results showed that most teachers were female, in their mid-career stage, possessed master’s degrees, and had more than ten years of experience teaching inclusive classes. However, many had less than five years of experience handling learners with special needs and had attended only a few trainings related to inclusive education. Findings further revealed that teachers were highly knowledgeable about learning disabilities, particularly in areas strengthened through seminars and trainings. Despite this, the extent of classroom practices in teaching learners with disabilities was only moderate. The study also found that teachers’ profile variables did not significantly influence their classroom practices. Based on the findings, the researcher recommended that school heads strengthen professional development programs on inclusive and special education, provide targeted training, and encourage collaborative learning among teachers. Teachers were also encouraged to participate in continuous training, apply evidence-based strategies, build emotional resilience, and improve peer support systems to address diverse classroom needs. Finally, the study recommended conducting similar research with a wider scope and including additional variables, school heads, and parents to provide broader perspectives and strengthen future findings. The findings may also guide policymakers in improving inclusive education programs and support systems for learners with disabilities nationwide. Keywords: knowledge, practices, inclusive classroom learning disabilities