Abstract:

The teacher respondents in this study were found to be generally uncertain of their knowledge of basic special education (SPED) concepts and their willingness to handle an inclusion class. Evidence shows that the selected schools in the Philippines are not fully prepared for inclusion. A highly significant difference was found between pre-school to grade 6 teachers and secondary schoolteachers in terms of their knowledge of some basic SPED concepts. A significant difference was also found between the same groups of teachers in terms of their willingness to include in regular class students with exceptionalities. Teachers’ willingness to accommodate students with exceptionalities partially (positive) predicts their knowledge of some basic SPED concepts. The teacher’s knowledge of some basic SPED concepts has a low positive relationship with the readiness of their school for inclusion. Readiness of schools for inclusion partially predicts the willingness of teachers to accommodate students with exceptionalities. Keywords: Inclusive Education, Special Education, Teacher Preparedness, Social Justice.

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