The study employed a descriptive correlational approach to explore teacher perceptions and preparedness for the inclusion of hearing impaired (deaf and hard of hearing) students in mainstream classrooms in selected public special education schools in Cebu Philippines. Through stratified convenience sampling, the research compared the views of both special education teachers and regular educators (N=75) to identify gaps in skills and training needs around inclusive practices for deaf students. Inclusion aimed to provide equal opportunities for all students, but effective implementation depended on teachers' perspectives, skills, and support. The findings from a descriptive correlational analysis aimed to guide improvements in maximizing inclusive education's potential to cultivate learning and participation regardless of ability. Recent research in the Philippine context revealed that teachers view inclusion positively but faced challenges in practice. Addressing such needs through targeted support strengthens teaching quality and benefits all students. The study's results can provide valuable insights for educators, policymakers, and other stakeholders in developing effective support strategies and interventions to improve educational opportunities and outcomes for students with disabilities in the Philippines.