Beyond Awareness: Non-Sped Teachers’ Knowledge, Attitudes, and Practices on the Implementation of Inclusive Education for Learners with Special Needs

Abstract

This study assessed the Knowledge, Attitudes, and Practices (KAPs) of non-SpEd teachers regarding inclusive education implementation and examined the relationships among these variables at Talavera Elementary School for the School Year 2025–2026. Utilizing a quantitative, descriptive-correlational research design, the study gathered data from 30 non-SpEd teachers selected through purposive sampling. The findings revealed that the teachers exhibited a moderate level of knowledge (Mean = 3.22) about inclusive education principles, suggesting familiarity but limited mastery of technical strategies. However, they demonstrated a positive attitude and reported highly inclusive practices in their classrooms. Crucially, the correlation analysis showed no significant relationship among the study variables (Knowledge, Attitude, and Practice). This implies that the teachers’ foundational knowledge and positive outlook do not automatically translate into consistent or effective application of inclusive strategies, highlighting a gap between willingness and practical competence, likely due to a lack of sustained training or institutional support. The study concludes that while non-SpEd teachers at Talavera Elementary School are committed to inclusion, their moderate knowledge level and the non-significant correlation among KAPs demand intervention. The results serve as the basis for a proposed School-Based Action Plan focused on continuous professional development, hands-on coaching, and resource provision to bridge the gap and strengthen the consistent implementation of inclusive education practices.