Classroom Readiness for Inclusive Education of Public Elementary Schools

Classroom readiness for inclusive education heavily relies on the teacher’s preparedness with regards to their knowledge of teaching strategies and availability of classroom resources to effectively accommodate diverse learning needs. Through quantitative descriptive-correlational design, this study aimed to determine the classroom readiness for inclusive education of the public elementary teachers. A total of 60 respondents were selected using simple random sampling. The data were taken from Samboan public elementary teachers using adapted survey questionnaire. Simple percentage and weighted mean were the statistical method used to interpret the data. Generally, the key factors that hindered classrooms to be fully ready in implementing inclusive education were the need to expand the teachers’ knowledge of teaching strategies and improve classroom resources. The study recommended that teachers shall participate in trainings on inclusive education, provide more assistive learning devices, and conduct further study that examine teachers’ knowledge and resource constraints in promoting inclusive education.