Inclusive Teaching Practices for Students with Intellectual Disabilities: A Basis for Strategic Learning Enhancement

This study assessed the teaching practices employed by public elementary school teachers in Toledo, Cebu City during the 2024–2025 school year in supporting learners with intellectual disabilities (ID). The participants had at least one year of experience working with these learners and held a bachelor's degree with training in special education. The study evaluated instructional strategies, interventions, and available resources to identify areas for improvement in enhancing educational opportunities for students with ID.Pearson’s product-moment correlation coefficient (r) was utilized to analyze the relationship between teaching practices, resource availability, and student outcomes. Findings revealed that effective strategies, such as one-on-one instruction, were commonly used, but inconsistently applied and often lacked adaptation to functional, real-life contexts. While overall resources were rated from adequate to high, significant gaps were found in the availability of assistive technology and adaptive furniture.Learners’ developmental progress in cognitive, motor, and language domains was generally rated as moderate, highlighting the need for more targeted interventions and continuous professional development for educators. The study recommends greater investment in assistive tools and adaptive classroom environments, refinement of instructional practices, and alignment of individualized education programs (IEPs) with real-world applications. Strengthening collaboration among teachers, families, specialists, and the broader community, alongside the use of holistic educational frameworks, is essential to creating inclusive learning environments that support learners with ID in reaching their full potential.