Addressing Learner Diversity Strategies for Inclusive Education in MATATAG Implementation

This study evaluated the inclusive teaching strategies employed and the level of teacher preparedness in implementing the MATATAG Curriculum at Barili Central Elementary School during the School Year 2025–2026, serving as the basis for an Action Plan. Specifically, it aimed to describe the profile of teacher respondents in terms of age, gender, educational attainment, length of service, and teaching position identify the inclusive strategies commonly used assess teacher preparedness in applying these strategies examine the relationship between inclusive strategies and preparedness and develop an Action Training Plan informed by the findings. Thirty teachers participated, and data were collected through survey questionnaires. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used for analysis, while Pearson's correlation tested the relationship between variables. Results showed that most respondents were female, aged 40–49 and 50 and above, with long term teaching experience, and had master's degrees or master's units. Teachers consistently applied inclusive strategies, particularly using culturally responsive materials, providing tasks with varied difficulty levels, and promoting active participation, although strategies requiring individualized adjustments were less frequent. Teacher preparedness was generally rated as Prepared, especially in fostering a positive learning climate and identifying learners needing support, though gaps were noted in knowledge of learning disabilities and specialized training. Correlation analysis indicated a negligible positive and not statistically significant relationship between inclusive strategies and preparedness. The study concluded that while teachers regularly employ inclusive strategies and perceive themselves as prepared, targeted professional development is necessary to strengthen technical competencies. Consequently, an Action Training Plan is recommended to enhance teachers' capacity for inclusive education. Theresa P. Esmeralda | Jay Kris B. Antonio | John Rey B. Boniol "Addressing Learner Diversity: Strategies for Inclusive Education in MATATAG Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-9 | Issue-5 , October 2025, URL: https://www.ijtsrd.com/papers/ijtsrd97662.pdf Paper URL: https://www.ijtsrd.com/home-science/education/97662/addressing-learner-diversity-strategies-for-inclusive-education-in-matatag-implementation/theresa-p-esmeralda