Inclusive Teaching Strategies and School System Support as Predictors of Academic Performance among Learners with Special Educational Needs

This study determined the relationship between inclusive teaching strategies, school system support, and the academic performance of Learners with Special Educational Needs (LSENs) in Cordova District, Division of Cebu Province, for School Year 2025-2026, serving as a basis for a proposed training plan. Employing a mixed-methods sequential explanatory design, the study surveyed 142 inclusive education teachers and analyzed the academic records of 51 LSENs. Quantitative data were analyzed using descriptive statistics (means, standard deviations, frequencies, percentages) and inferential statistics (Spearman rho),. Results revealed that teachers' use of inclusive strategies was rated "Often" with Collaborative and Peer Learning and Scaffolding as strengths, while Assistive Tools and Technology was the lowest. School system support was rated "Agree". All LSENs achieved passing grades, but most were clustered in the Satisfactory and Fairly Satisfactory ranges. No significant correlation was found between inclusive teaching strategies and LSEN academic performance, nor between school system support and LSEN academic performance. However, a significant correlation existed between school system support and teachers' use of inclusive strategies. The study concluded that current inclusive practices and support systems are not significant direct predictors of LSEN academic performance, necessitating a comprehensive training plan addressing assistive technology, tiered assignments, inclusive assessment, fading supports, peer tutoring, and systemic advocacy.