Teachers’ Perception Towards Inclusive Education

Abstract

This study aimed to assess the perception of teachers handling inclusive education at the identified public elementary schools in Loon South District, Bohol Province, for the school year 2022–2023 as the basis for instructional skills enhancement plans. The respondents comprised three clusters of grades one to six teachers handling inclusive classes. The respondents were selected using universal sampling and treated using inferential and descriptive statistics. Results showed that most respondents aged 44-53 were female, married, with master units, specialized in general education, and taught for 8-14 years. Moreover, the level of perception of the respondents towards inclusive education was very positive. It was also found that there was no significant difference between respondents’ profile and their perceptions of inclusive education. Therefore, results showed that respondents were very optimistic about handling inclusive classes. It is recommended that the instructional enhancement plans be implemented for a more positive learning experience when dealing with inclusive classes.