Bridging Perspectives: General and Special Educators on Inclusive Learning Strategies

Abstract

This study examined the attitudes of General Education and Special Education (SPED) teachers in handling learners with special educational needs (SEN). Using a descriptive-correlational research design, the study assessed teachers’ perceptions of inclusive education and their willingness to implement instructional strategies that support diverse learners. Findings revealed that both General Education and SPED teachers hold positive attitudes toward inclusive education, with SPED teachers exhibiting slightly higher attitude scores. However, statistical analysis indicated no significant difference between the two groups (p = 0.479), suggesting a shared perspective on the inclusion of learners with disabilities. Key indicators such as the elimination of separate classrooms, mentoring from experienced educators, and fostering a welcoming classroom environment were rated positively by both groups. Despite the favorable attitudes, challenges such as limited resources, lack of professional training, and concerns about workload may hinder effective implementation. These findings align with previous research emphasizing that teacher preparedness and institutional support are critical factors in the success of inclusive education. The study recommends continuous professional development programs, collaborative learning opportunities, and enhanced institutional support to strengthen teachers’ abilities in managing inclusive classrooms. Addressing these factors will improve the overall effectiveness of inclusive education and support the academic and social development of learners with SEN.