Abstract

The paper was anchored on a comprehensive theoretical framework that integrated Ecological Systems Theory, which considered the various environmental contexts influencing a child's development; Inclusive Pedagogy, which guided the creation of flexible learning environments; and Self-Efficacy Theory, as it pertained to teachers' beliefs in their ability to succeed. The primary objective was to assess the perceived challenges encountered by public elementary school teachers in the delivery of the Inclusive Education Program and to propose a research-based intervention plan to address these issues. A structured survey questionnaire served as the primary data collection tool and was administered to a representative sample of public elementary school teachers in the specified division. The study found that teachers perceived significant challenges related to learners, such as the need for more individualized support, and a critical lack of appropriate curriculum and instructional materials. While the analysis revealed no statistically significant relationship between a teacher's demographic profile and the challenges they encountered, there was a significant relationship between the challenges faced and the category of training or seminars attended by the teachers. This finding highlighted a crucial gap between the theoretical knowledge and the practical skills required for effective inclusive teaching. The study proposed a comprehensive, mandatory professional development program. This intervention aimed to equip educators with practical skills, foster collaborative professional learning communities, and provide ongoing support to effectively manage diverse learning needs and adapt the curriculum.