CRISTINE Q. LOPEZ ASSIGNMENT 1 Anuradha (2021) explained that implementation of special education encompasses a range of services in various contexts and utilizing various methodologies in order to cater to the needs of kids with special needs that cannot be served in regular classrooms. Alternative terminology for this strategy is "Special Needs Education," according to education experts. This practice is predicated on the idea that children with disabilities have some specific needs and should study in a separate environment with other kids who share their needs. This does not imply that the children with special needs are always kept apart in a separate classroom. One possibility is that some students spend the majority of their time in general education classes. They might merely require considerable accommodations to learn right alongside their peers in regular settings. Law No. 11650, which predates the Republic Act, protects and promotes the right of all citizens to quality education at all level and will take appropriate measures to make such education accessible to all. The goal of inclusive education is to ensure that all students have access to a high-quality education by successfully addressing their various needs in a way that is flexible, accepting, respectful, and encouraging. But the matter is, are the general teachers well prepared for the inclusive education? Thomas, E. K., & Uthaman, S. P. (2019) explained that teachers lack adequate knowledge about educational arrangements of children with specific learning disabilities, leading to misunderstandings and cannot access these benefits for students with specific learning disabilities. Furthermore, Nishan (2018), the main challenges that hinder the success full implementation of inclusive education have been identified. Schools need trained teachers, teaching assistants and extra support for teachers whereas Ginner, Selenius, & Åkesson (2022) found that Swedish preschools are committed to meeting the needs of all children, but often lack a systematic approach to documenting, analyzing, monitoring and evaluating each child's needs. IDEA (2004) stated that disability is a aspect of being human and in no way affects an individual's ability to participate in or make contributions to society. Our global goal to ensure equality of opportunity, full engagement, independent living, and economic self-sufficiency for people with disabilities must include improving educational outcomes for children with disabilities. Every child with disability has a right to a free appropriate public education under the IDEA (FAPE). The IDEA places a strong emphasis on special education and related services, which must be created to fit each child's "unique requirements and prepare them for independent living, higher education, and employment." A variety of solutions should be accessible to students with special needs to suit their needs. This could include anything from a regular classroom, resource room, isolated area, or outside of the district placement. Parents of LSENs are a crucial component of the team that chooses candidates for placement. The location must not be determined by a person's disabilities. For instance, a learner with disability should not be considered placed in a class with other learners with disabilities. Additionally, placement selections must not be dependent on programs. This implies that a child with learning disabilities. Regular teachers don’t have any reasons to reject learners with disability. They need to accommodate these learners in a best and possible way. The providing of accommodations is crucial in addressing the demands of students with special needs. Teachers are in charge of offering pupils are provided with accommodations for those with disabilities, and responsibility for making their best effort and using the accommodations in activities for education and evaluation. (Beech, 2010) As a special education teacher in public school, my support for learners with special educational needs is to ensure that all school stakeholders understand the importance of inclusion and how inclusion can be most effectively implemented in our school. Last month we conducted a seminar training workshop for all receiving teachers in all public schools in Mabalacat City, Pampanga. As one of the resource speakers, I appreciate the efforts of all regular teachers attended the seminars. I witnessed their eagerness on how to learn basic sign language, reading Braille and of course how to handle different learners with special needs, like learners with ASD, ID, LD etc. I also observed that some of them have limited knowledge about special education or inclusive education. Moreover, I also encountered on the first week of this school year in our school, Mauaque Resettlement Elementary School there are some regular teachers who are not fully aware about inclusive education. Three regular teachers from different level approached the SPED teachers in regarding their present situation in their class. There were students with special educational needs enrolled in their regular class and they do not know how to handle these learners. All of them informed the SPED teachers, that they cannot accommodate the learner with special educational needs because they already have many students on their class, in addition, they do not have any knowledge in handling learners with special needs These recent experiences made me eager to study about knowledge and attitudes of regular teachers in Mauaque Resettlement Elementary School towards Inclusive Education. It is intended to find out whether teachers are positive to inclusive education, to explore the readiness of general or regular teachers in our school for inclusive education and to examine their knowledge and attitude towards inclusion of students who have special educational needs into mainstream classrooms. The future study will be using descriptive survey the knowledge and attitudes of regular teachers in Mauaque Resettlement Elementary School towards Inclusive Education. References: Anuradha (2021) What is the Difference Between Special Education Integrated Education and Inclusive Education, Pediaa, https://pediaa.com/what-is-the-difference-between-special-education-integr ated-education-and-inclusive-education/ Beech, M. (2010). Accommodations: Assisting students with disabilities. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED565777.pdf Individuals with Disabilities Education Improvement Act of 2004, 34 C.F.R. 300.1 et seq. (Electronic Code of Federal Regulations, 2017). Hanna Ginner Hau, Heidi Selenius& Eva BjörckÅkesson (2022) A preschool for all children? – Swedish preschool teachers’ perspective on inclusion, International Journal of Inclusive Education, 26:10, 973-991, DOI: 10.1080/13603116.2020.1758805 Nishan, Fathmath& Darussalam, Universiti. (2018). Challenges of Regular Teachers in Implementing Inclusive Education in Schools of Maldives. 88-102. POLITIKO (2022) Duterte signs law on inclusive education for learners with disabilities - News Philippine Politics, https://politics.com.ph/2022/03/15/duterte-signs-law-on-inclusive-educationfor-learners-with-disabilities/ Thomas, E. K., & Uthaman, S. P. (2019, April). Knowledge and Attitude of Primary School Teachers Towards Inclusive Education of Children with Specific Learning Disabilities. (A. Paul, Ed.) Journal of Social Work Education and Practice, IV (2), 23