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Abstract
This study explored teachers' perceptions of inclusive education and their correlation with collaboration efforts and strategies for improvement in selected schools. Using a descriptive correlational research design, data were gathered from teachers through a structured questionnaire. The findings revealed generally positive perceptions of inclusive education, with a moderate positive correlation between these perceptions and both collaboration efforts and strategies for improvement. Teachers showed strong support for collaboration between special needs and mainstream educators, but challenges such as resource limitations and unclear roles were noted. Additionally, while teachers recognized the importance of strategies to improve inclusive education, concerns about inadequate training and support persisted. The study emphasizes the need for enhanced professional development, better resource allocation, and clearer communication of roles and responsibilities to improve the implementation of inclusive practices. These insights offer valuable guidance for policymakers and educators aiming to strengthen inclusive education in schools. https://doi.org/10.22045/wjher.4.3
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