Evaluating the Readiness, Utilization, and Effectiveness of Supplementary Aids and Services in Teaching Students with Disabilities

<p><span>This study explores the readiness, utilization, and effectiveness of supplementary aids and services (SAS) in teaching students with disabilities (SWDs). A quantitative research design was employed, collecting data from 86 randomly selected teachers through a structured questionnaire. Results indicate that teachers exhibit a moderate level of readiness ("Somewhat Ready") in terms of basic knowledge, resources, and training related to SAS. Despite this, the utilization of SAS in classrooms remains low, with many teachers not fully integrating these tools into lesson planning and delivery. A weak positive correlation (r = 0.499) between readiness and effectiveness suggests that while teacher readiness influences SAS outcomes, other factors, such as resource availability and administrative support, also play a critical role. The study underscores the need for enhanced professional development and better access to resources to maximize the impact of SAS on student outcomes.<span> Top of Form</span></span></p>