Abstract

This study examined the sign language proficiency of Special Education (SPED) and receiving teachers in selected public schools in the Division of Valencia City, Bukidnon, within the context of inclusive education and the implementation of Republic Act No. 11106, which institutionalizes Filipino Sign Language (FSL). Using a descriptive–quantitative design, data were collected from 92 teachers through a structured questionnaire assessing competencies in basic vocabulary, receptive and expressive skills, and classroom application. Results revealed that teachers generally demonstrated moderate proficiency, particularly in vocabulary and receptive skills, but showed low competence in expressive and classroom application skills, indicating difficulty in constructing signed messages and facilitating interactive communication. Inferential analysis confirmed a significant difference in proficiency between SPED and receiving teachers, with SPED teachers exhibiting higher competence, and further differences were noted across selected profile variables. These findings highlight a gap between inclusive education policies and actual classroom practice, emphasizing the need for targeted professional development. Consequently, the study proposes an Inclusive Education Training Program aimed at enhancing teachers’ sign language skills and improving communication with learners who are deaf or hard of hearing, thereby strengthening inclusive teaching practices