ABSTRACT
A total of forty (40) regular teachers who had been a receiving teacher of Children with Special Needs were the respondents in this quantitative research. Specifically, the levels of acceptability of the regular receiving teachers were measured through a questionnaire. Results showed that in terms of exceptionality hearing impaired were very much accepted of the regular teachers in class. Secondly, children with intellectual disability and lastly children with visually impairment. In terms of acceptability those exceptions were agreed to be accepted in class when orientation has been done. Finally, there is a meaningful relationship between the level of acceptability on Children with Special Needs of regular teachers as assessed by both regular teachers and special education teachers. Both regular and special education teachers cooperate with one another for the best quality education and equal rights for their clientele.
Keywords: acceptability, Children with Special Needs, regular receiving teachers, Nasugbu West Central School