Authors : Michelle D. Hernandez; Regina E. Sitoy; Reylan G. Capuno; Raymond C. Espina; Ann Frances Cabigon; Marjorie B. Añero; Benedict Al E. Candia

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/2pb6szns

Scribd : https://tinyurl.com/58s5pxp6

DOI : https://doi.org/10.38124/ijisrt/26May246

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research explored how school assessment methods and the way families adapt affect the difficulties faced by teachers in inclusive elementary classrooms serving students with learning needs or disabilities. The study took place at the largest public elementary school in South District 8 of Cebu City, which also operates the district’s only Special Education (SPED) Center. The primary goal was to understand how assessment practices and family adaptation impact teachers working in inclusive environments. Researchers used a descriptive-correlational approach and distributed structured questionnaires to gather data on the use of formal assessments, parental awareness, acceptance, and support, as well as the specific challenges teachers experience. Findings revealed that both formal assessments and parental adaptation were applied at moderate levels. Teachers reported ongoing obstacles such as a lack of instructional materials, insufficient professional development, and limited time to meet the needs of a diverse student population. The analysis showed a strong positive relationship between the frequency of assessment use and the challenges reported by teachers, suggesting that refining assessment processes could help address these issues. Additionally, parental adaptation—especially in terms of providing support—significantly reduced the difficulties teachers faced, emphasizing the value of strong collaboration between home and school. Based on these results, the study recommends strengthening school assessment systems and encouraging greater parental engagement to better support inclusive education. An action plan was created to enhance inclusive practices through improved cooperation among schools, teachers, and families.

Keywords : Teachers’ Challenges; Special Education; Inclusive Education; Philippines; and Mixed-Methods Design.

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