Readiness of teachers to support pupils with learning disabilities through ICT-Enabled Instruction

This study assessed the readiness of teachers to support pupils with learning disabilities through ICT-enabled instruction in seven selected public elementary schools in Kabugao District I, Division of Apayao, for School Year 2025–2026. Grounded on the principles of Inclusive Education and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a descriptive survey design involving 40 public elementary school teachers through total enumeration. Data were gathered using a structured questionnaire covering teachers' demographic profile, level of readiness, and perceived challenges in ICT-enabled inclusive instruction. Statistical tools including frequency, percentage, weighted mean, ANOVA, and T-test were used for quantitative data, while thematic analysis was applied to qualitative responses on perceived challenges. Findings revealed that the respondents are predominantly female, mid-career teachers aged 31 to 40, with 11 to 15 years of teaching experience. Most teachers have access only to basic ICT tools such as smartphones and laptops, while advanced and assistive technologies remain largely unavailable. The overall level of teacher readiness was found to be moderately ready (M = 3.05), indicating basic competence and willingness to integrate ICT but limited proficiency in assistive technologies and learning disability identification. Age was the only profile variable found to have a significant relationship with teacher readiness. Key challenges identified include limited ICT resources, poor internet connectivity, inadequate infrastructure, insufficient professional development, and lack of specialized assistive technologies. The study recommends continuous specialized training, improved ICT infrastructure, procurement of assistive technologies, and stronger institutional and policy support to advance ICT-enabled inclusive education in the district.