In the current educational setting, the responsibility for teaching students with special needs no longer lies exclusively with special education (SPED) teachers. This shift indicates that the educational paradigm has shifted toward inclusion, necessitating regular interaction and collaboration between receiving teachers and students with special needs (Saloviita, 2018; Byrd R. & Alexander M. 2020). 
This study attempted to assess the level of knowledge, skills and attitude of receiving or regular teachers toward inclusive education in Angelo L. Loyola Senior High School, City of Carmona Cavite. It determined the receiving or regular teachers’ level of knowledge, on inclusive education, their level skills and attitude toward inclusive education. Further, it probed the relationship between respondents’ level of knowledge and level of skills on inclusive education; between the respondents’ level of knowledge and attitude for inclusive education and between respondents ’level of skills toward inclusive education. This study, which utilized the descriptive correlational research design, employed 73 regular teachers for its respondents.
The findings of the study revealed that the receiving or regular teachers had high level of knowledge on inclusive education with an average mean of 2.93. They had high level of skills inclusive education with an average weighted mean of 3.16. Also, their level of attitude toward inclusive education was “positive” with an average weighted mean of 3.34 Further, there was significant relationship between the respondents’ level of knowledge and skills on inclusive education as shown by the probability value of 0.000 was lower than the 0.001 level of significance; significant relationship between the respondents’ level of skills and attitude toward inclusive education as shown by the probability value of 0.000 was higher than the 0.01 significance level. However, there was a low significant relationship between the respondents’ level of knowledge and attitude for inclusive education as shown by the probability value of 0.025 was less than the 0.05. significance level.
It was concluded in the study that the receiving or regular senior high school teachers are conversant about inclusive education. They are generally capable to or inclined toward inclusive education. They have positive attitude or optimistic outlook to incorporate inclusive education in their regular teaching processes. Likewise, the higher their level of knowledge on inclusive education the higher is their level of skills for inclusive education and the higher their level of skills for inclusive education the positive is their attitude toward inclusive education.