Examining the availability of learning materials for diverse learners with special needs in inclusive classrooms
This study aimed to assess the availability of learning materials for learners in inclusive classrooms at Mandaue SPED Center Elementary and Secondary, Mandaue City, Cebu, during the school year 2025–2026 as a basis for an action plan. A descriptive comparative research design with a quantitative approach was employed. The respondents were 32 teachers and 74 learners selected through purposive sampling. Data were gathered using adapted questionnaires from Schwab, et al (2020), which measured demographic profiles and perceptions of teaching material availability across ten indicators each, using a 5-point Likert scale. Statistical tools included frequency, percentage, weighted mean, standard deviation, and independent samples t test. Findings revealed that teachers rated overall material availability as “Adequate” (mean = 3.89), while learners rated it as “Very Good” (mean = 4.21). The lowest rated indicators for teachers were budget allocation for special needs aids (3.75), teacher training on material selection and use (3.75), and storage/organization systems (3.78). For learners, the lowest rated indicator was teacher demonstration of material use (3.95). An independent samples t test showed a statistically significant difference between teachers’ and learners’ perceptions (p < 0.05), leading to the rejection of the null hypothesis. Based on the findings, a contextualized action plan, “Project INCLUDE,” was proposed to address the identified gaps in training, budget, organization, and learner independence. The study concluded that while materials were generally adequate, systemic improvements in professional development, resource allocation, and classroom systems are necessary to achieve equitable and effective inclusive education.