Teachers Attitudes on the Implementation of Inclusive Education Among

Primary Learners in Sierra Bullones District

Section A: Background Information

1. Age :

2. Sex :

3. Highest Educational Attainment:

4. Position/Designation :

5. Civil Status :

6. Number of years of service :

INSTRUCTION – Please response the following item by checking (√) the relevant box.

These questionnaires are design for you to evaluate teachers attitudes towards

inclusive education. Please indicate your choice using the following 5 points like scale

where:

1. = Strongly Disagree (SD)

2. = Disagree (D)

3. = Neutral (N)

4. = Agree (A)

5. = Strongly Agree (SA)

Section B: General Attitudes Towards Inclusive Education

This section focuses on understanding how teachers perceive the idea of including

students with diverse learning needs, particularly those with disabilities, in regular

classrooms.

Statement Strongly Disagree Neutral Agree Strongly

Disagree (2) (3) (4) Agree
(1) (5)
1 Inclusive education promotes the
social and academic development of
all students, including those with
disabilities.
2 All students, regardless of their
abilities or disabilities, should be
educated in regular classrooms.
3 Inclusion of students with disabilities
in general education classrooms is a
fundamental right.
4 I believe students with disabilities can
succeed academically when placed in
a regular classroom with appropriate
support.
5 Including students with disabilities in
mainstream classrooms will benefit
non-disabled students by promoting
empathy and social awareness.
6 Inclusive education is important for
creating a more accepting and diverse
society.
7 Do you think inclusive education
places too much burden on teachers?
8 Inclusive education is feasible with
proper training and resources.
9 I feel that students with disabilities are
best served in special education
classrooms rather than inclusive
settings.
10 I am willing to adjust my teaching
strategies to support the learning of
students with special needs in my
classroom.
Section C: Personal Confidence and Competence

This section focuses on gauging teachers’ self-efficacy, confidence, and perceived

preparedness in implementing inclusive education practices.

Statement Strongly Disagree Neutral Agree Strongly

Disagree (2) (3) (4) Agree
(1) (5)
1 I have the ability to modify your
teaching methods to accommodate
students with special needs.
2 I feel prepared to identify and
address the unique learning needs
of students with disabilities.
3 I have the skills needed to manage
a classroom that includes students
with diverse learning needs.
4 I am confident in using
individualized teaching strategies
(e.g., differentiated instruction) for
students with special needs.
5 I feel confident in collaborating with
special education professionals
(e.g., counselors, therapists) to
support students in my classroom.
6 I know how to use assistive
technologies and tools to support
students with disabilities in my
classroom.
7 I believe that with the right training, I
can be effective in teaching students
with a wide range of abilities in the
same classroom.
8 I find it challenging to manage the
behavior of students with disabilities
in an inclusive classroom.
Section D: Perceived Challenges in Inclusive Education

This section focuses on identifying the obstacles and difficulties that teachers face or

expect to face when implementing inclusive education in their classrooms. These

questions aim to understand teachers' concerns regarding resources, classroom

dynamics, and external support.

Section D.1

Statement Strongly Disagree Neutral Agree Strongly

Disagree (2) (3) (4) Agree
(1) (5)
1 Do you feel that large class sizes make
it difficult to address the needs of
students with disabilities in an inclusive
classroom?
2 I struggle to find enough time to
prepare lessons that meet the diverse
needs of all students, including those
with special needs.
3 Providing individualized support for
students with disabilities increases my
overall workload.
4 I feel that the curriculum in regular
classrooms is not flexible enough to
accommodate students with special
needs.
5 In my experience, students with
disabilities can sometimes negatively
impact the pace of learning for other
students in the classroom.
6 Collaboration with special education
professionals (e.g., therapists, counselors)
is difficult due to scheduling or
communication barriers.
7 I do not have enough access to specialized
teaching aids or materials that support
students with disabilities in an inclusive
setting.
8 Inclusion of students with behavioral
difficulties poses a challenge in
maintaining classroom discipline.
 9 The lack of professional development
opportunities in inclusive education is a
major barrier for me.

Section D.2: Challenges to Successfully Implementing Inclusive Education

Please indicate your choice using the following 5 points like scale where:

1. = Not true at all

2. = Not True

3. = Neutral

4. = True

5. = Very true

Statement Not True at Not true Neutral True Very

all (2) (3) (4) True
(1) (5)
1 Lack of adequate training

2 Insufficient resources and materials

3 Large class sizes

4 Limited time to provide individualized

attention
5 Lack of support from administration

6 Negative attitudes from other

students
7 Inadequate support from special
education professionals
8 Lack of experience in inclusion
setting
Section E: School Support and Resources

This section aims to assess the availability of institutional support, resources, and

professional development opportunities that teachers receive to effectively implement

inclusive education. This section highlights how well schools are equipped to support

teachers in meeting the diverse needs of students.

Statement Strongly Disagree Neutral Agree Strongly

Disagree (2) (3) (4) Agree
(1) (5)
1 My school provides adequate
resources (e.g., teaching aids, learning
materials) to support students with
special needs.
2 There is sufficient access to teaching
assistants or paraprofessionals in my
classroom to support inclusive
education.
3 My school offers regular professional
development or training opportunities
focused on inclusive education
practices.
4 My school provides adequate
technological tools (e.g., assistive
technologies) to support students with
disabilities in the classroom.
5 I receive sufficient support from the
school administration in implementing
inclusive education in my classroom.
6 The physical environment of my school
(e.g., ramps, accessible classrooms) is
suitable for accommodating students
with physical disabilities.
7 My school has a clear policy or
guidelines on how to implement
inclusive education effectively.
8 I have enough time within the school
day to collaborate with other teachers
and specialists to plan for inclusive
education.