Readiness and Attitude of Public School Elementary Teachers Toward Learning Disability

Inclusive education has emerged as a global movement advocating for the rights of every child to receive quality education regardless of physical, intellectual, emotional, linguistic, or social conditions. This study aimed to determine the readiness and attitude of public-school elementary teachers in the Carmen District toward learning disabilities, school year 2025-2026 as basis for an action plan. A descriptive-quantitative research design was employed, using an adapted questionnaire as the primary data collection tool. The study involved 100 teacher respondents from Carmen District. The study employed statistical tools such as the weighted mean, simple percentage, and Pearson moment product correlation for significant relationships and data analysis. The data gathered were analyzed statistically. Findings show that teachers demonstrate strong readiness and positive beliefs toward learners with disabilities. While teachers demonstrate readiness in handling diverse learners, the generally low mean scores in training, collaboration, and professional development emphasize the need for strengthened capacity building programs improved resource provision, and stronger administrative backing to ensure sustainable inclusive education practice. Based on the findings, the researcher recommends the development and implementation of an action plan.