Proceedings of the International Conference on Special Education

Vol.2 (2017) / e-ISSN 2948-4731 (105-112)

SEAMEO Regional Centre for Special Educational Needs

THE INCLUSIVE KINDERGARTEN IN THE PHILIPPINES: ACCESS AND

AMPLE OPPORTUNITIES FOR EARLY LEARNERS WITH SPECIAL NEEDS

Adora P. Zerrudo

University of Southeastern Philippines

dors_zerrudo@yahoo.com.ph

Abstract : The belief in education especially inclusive education has grown. Inclusive
education nowadays is very essential specifically for diverse students who have
learning needs and it is also the basis for a more unbiased society. An evaluation on
how inclusive kindergarten schools implemented the inclusion of early learners with
disabilities was the objective of this study. Specifically, it determined the current
status on the level of implementation of inclusive education practices; evaluated the
extent of attainment of the program toward achieving specific goals to expand
inclusive education; recognized best practices observed in the implementation of
inclusive kindergarten education program and identified the challenges met by the
respondents; This research work employed the descriptive evaluative design as well as
qualitative type were used to determine the challenges experienced and best practices
observed in the implementation of an inclusive kindergarten program through a focus
group discussion with the principals and teachers. Results showed that the level of
school implementation of inclusive kindergarten program is generally observed to be
very high; attainment of the program objectives/outcomes consistently yielded a high
level of implementation with approximately 61%-80% target indicators implemented
in one of the City School Divisions in Southern Philippines; best practices include
dedication of teachers to teaching children with special needs, appropriate school
environment, inservice trainings conducted to teachers handling children with special
needs, curriculum modification and support of parents to inclusive education
programs, while challenges met consisted of attitude of teachers towards inclusive
education, workload of teachers, acceptance of parents having children with special
needs, assessment and strategies in handling children with behavioral problem.
Hence, the study concluded that inclusive education in one of the City School
Divisions in Southern Philippines is highly implemented.

Keywords: Inclusive, Kindergarten, Special needs

INTRODUCTION and sufficient opportunities to enhance their skills

The belief in education especially inclusive by the State. Moreover, persons with disabilities are
education has grown. Inclusive education nowadays given access to education as provided by the State.
is very essential specifically for diverse students It also stated that it is illegal for any school not to
who have learning needs and it is also the basis for admit a person with disability because of handicap
a more unbiased society. It espouses the notion that or incapacity (National Council on Disability
learners irrespective of their characteristics or Affairs, 2008).
differences they have a right to education. Kindergarten special education is simply
Particularly, inclusive school has to encourage intended to meet the developmental needs of every
students with special needs and students without child. Special education is not a clinic or a hospital
special needs to learn together. Therefore, students where patients are treated nor an orphanage for the
are able to acquire learning through Inclusive orphans (Barbetta, Norona, and Bicard, 2005).
schools even those children with the most severe Although the General Kindergarten Program
educational disabilities (Cross, Salazar, Campuzano contains the Inclusiveness of Kindergarten
and Batchelder, 2009). Education which caters the needs of the learners
In the Philippines, according to the Magna with special needs: the gifted, those with
Carta for Persons with Disabilities or Republic Act disabilities, and other diverse learners.
7277, stressed that persons with disabilities are As a practicum supervisor of Early
guaranteed and offered suitable quality education Childhood Education and Special Education, the
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DOI : https://zenodo.org/record/6900336
Published by https://publication.seameosen.edu.my/index.php/icse/issue/view/2
© 2017 SEAMEO SEN
 Proceedings of the International Conference on Special Education
Vol.2 (2017) / e-ISSN 2948-4731 (105-112)
SEAMEO Regional Centre for Special Educational Needs

researcher found out that there are early learners needs develop their full participation in the school
with special needs being mainstreamed in regular with the help of administrators who are willing and
classes specifically in kindergarten. In fact, they are skillful to enhance the talent and skill of every
placed in inclusive classes as early as five years old. student. Also, students acquire knowledge when
Some are diagnosed with disabilities while others they are associated with those older from them.
are simply based on the teachers’ assessment. This Likewise, to ensure that everybody participates, the
propelled the researcher to conduct an evaluation inclusive school has to establish a sense of
on the inclusiveness of kindergarten program for belongingness which is indicated through vision
early learners with disabilities. and practice.
The purpose of this study is to conduct an In addition, Cate, McCullough, and Peters
evaluation on how inclusive kindergartens in one of (2010) claimed that leaders who support inclusive
the school divisions of Southern Philippines education by educating parents of special children
implement the inclusion of early learners with will benefit not only their children but all the
disabilities. This study evaluates on the level of people in the community. They will learn to accept
implementation on the inclusive kindergarten individual differences.
program. It also considers the extent of attainment In order to nurture a kind of environment for
of the program’s objectives/outcomes. In addition, special education, there should be strong
it contemplates on the best practices and challenges collaboration with parents and the community.
in the implementation of inclusive kindergarten Hence, parents’ participation is strongly
program as experienced by the principals and encouraged. Teachers should have continuous
teachers. communication with families through phones or
This help assesses the current status on the mails. Parents can make statement on strengths as
level of implementing inclusive education well as expectations. Conferences between teachers
practices; evaluate the extent of attainment of the and parents are conducted once a year and it
program, identify the challenges met by the depends on the needs that may arise. The program
respondents and best practices observed in the allows parents to visit the school and classroom at
implementation of inclusive kindergarten education any time (Cate, et.al., 2010).
program. Finally, a proposal to enhance the One of the comprehensive inclusive programs
implementation of inclusive kindergarten education as mandated by the Department of Education for
program. children with special needs is parental involvement.
This study is anchored on the UNESCO’s Strong parents’ involvement can help prepare the
belief, (2004) that inclusive education is ethnically children’s academic, moral and spiritual
sensitive, accepts diversity, and inspires learning development. Parents are encouraged to collaborate
for ALL children, encourage involvement, support, and monitor their children’s performance, volunteer
and teamwork. And that also encourages healthy in the schoolroom as teacher aide and provide
habit and makes children responsible in their daily support to other parents, (DepEd Order No. 72,
lives through guided learning. Moreover, teachers series 2009).
have the opportunities to learn and benefit from that
learning. People involved in this program learn to STATEMENT OF THE PROBLEM
collaborate for the children’s benefit. This study assessed the implementation of inclusive
Also, Jordan and McGhie-Richmond (2014), kindergarten education. Specifically, this answers
posited that inclusive practices become a style of the following queries:
teaching that supports all learners, rather than a i. What is the level of implementation of
supplement to regular classroom practices. In Inclusive Kindergarten Program along the
classroom management, effective teachers establish following indicators: school policies and
rules for routines such as starting and completing administrative support, school
lessons, modulating classroom noise levels and environment, teacher skills, knowledge
student talk, and for retrieving learning materials. and attitudes, teacher development,
They establish rules for behavior and mutual students, academic content and
respect, and provide charts as required to remind assessment, special subject areas/curricular
students of the classroom rules and their activities, and community?
responsibilities to assist one another. Effective ii. What is the extent of attainment of the
teachers had well established classroom routines for program’s objectives/outcomes in terms
beginning and completing a lesson, handing out and of: Child Find, Assessment, Program
collecting materials and transitions between tasks, Options, Curriculum Modification, and
expecting students to help each other before asking Parental Involvement?
for help from the teacher, and taking some iii. What are the best practices and challenges
responsibility for managing their behavior and experienced by the principals and teachers
engagement in learning activities. in the implementation of inclusive
Further, Hughes and Pickeral (2013), stated kindergarten program?
that individuals especially children with special

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Vol.2 (2017) / e-ISSN 2948-4731 (105-112)
SEAMEO Regional Centre for Special Educational Needs

iv. What enhancement program maybe Region XI also known as Davao Region. It is
proposed based on the findings of the strategically located in the Southeastern part of
study? Mindanao, Philippines.

Content Research Instruments

This research work employed the descriptive The researcher adopted the Toolkit for Creating
evaluative design. It is used to clarify what a Inclusive, Learning-Friendly Environments of
program is supposed to be focused on, how it is UNESCO (2015). Specifically, the survey
supposed to work, what the purpose of the program questionnaire consists of the level of program
is and if the program theory or rational is solid evaluation of inclusive-kindergarten program in
which is specifically referred to a Clarificative early childhood setting in terms of the following
Evaluation by John Owen (2006). The program areas: “the school policies and administrative
which has been running for years in the Philippines support, school environment, teacher skills,
is deemed ripe for Clarificative Evaluation. The knowledge and attitudes, teacher development,
qualitative type was also used to determine the students, academic content and assessment, special
challenges experienced as well as best practices subject areas/extra-curricular activities, and
observed in the implementation of an inclusive community”.
kindergarten program through a focus group Another tool was developed from the
discussion with the principals and teachers which comprehensive inclusive program for children with
allowed the researcher to make follow-up queries special needs (DepEd Order no. 72 s. 2009) with
based on the answers of respondents. the following components: “child find, assessment,
The respondents of the study were the school program options, curriculum modifications, and
administrators who have handled schools for two parental involvement”.
years or more and the permanent kindergarten The modified questionnaires of Toolkit for
teachers who have also been teaching for two years Creating Inclusive, Learning-Friendly
or more in the selected public and private schools. Environments of UNESCO (2015), tool from the
There is a total summary of 84 principals and 251 comprehensive inclusive program for children with
kindergarten teachers equivalent to 335 respondents special needs (DepEd Order no. 72 s. 2009) and
involved in this study. modified questionnaire for focus group discussion
was submitted to the panel of experts for validation
Sampling Design to ensure its validity and reliability through a pilot
Purposive sampling method was used to identify the testing.
involvement of respondents in the implementation
of the inclusive kindergarten program. Upon Pilot Testing : To confirm its reliability, the
retrieval, 58 schools from the public responded questionnaires were pilot tested to randomly
while 26 schools from the private schools selected 30 kindergarten teachers who were not part
responded. Some schools declined to answer the of the respondents/or study.
questionnaires for some ethical reasons. Summing
all the respondent schools both public and private, Results : Out of the eight indicators, six of them are
84 schools were included in the conduct of observed to be very high, though academic content
evaluation. and assessment got the highest mean which is very
high with a mean of 4.52 and standard deviation of
Research Environment .496 while teacher development got the lowest
Research locale is in Davao of City which is part of mean which is high with a mean of 4.08 and a
Southern Philippines. Specifically, public standard deviation of .752.
elementary schools and private schools are the
target of the study. Davao City is the capital of

Table 1-Level of School Implementation of Inclusive Kindergarten Program

Overall Overall
Level of School in the Implementation of Inclusive Kindergarten Overall
Standard Descriptive
Program Mean
Deviation Equivalent
School Policies and Administrative Support 4.26 .559 Very High
School Environment 4.20 .593 High
Teachers’ Skills, Knowledge and Attitude 4.43 .524 Very High
Teacher Development 4.08 .752 High
Students 4.41 .534 Very High
Academic Content and Assessment 4.52 .496 Very High
Special Subject Areas/Extra-curricular Activities 4.42 .636 Very High

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SEAMEO Regional Centre for Special Educational Needs

Community 4.23 .725 Very High

Legend: “Very High- 4.21- 5:00; High- 3:41-4:20; Moderate- 2.61-3.40; Low- 1.81-2.60; Very low- 1:00-
1:80 (Source: UNECO’S TOOLKIT, 2015, http:www.unesco.org/education/Inclusive)

Results in table 1 indicate that, kindergarten educate Filipino children with disabilities started
schools in one of the school divisions of Southern more than a century ago in 1902 during the
Philippines generally observe a very high level of American Regime.
implementation in inclusive kindergarten program. Special education program in the Philippines
Further, this shows that the school administrators, formally started in 1907. In 1957, the Special
teachers, and parents strongly observing Education Division of the Department of Education
implementations of inclusive kindergarten program. and Culture was created and it propelled the
The Department of Education also development of Special Education all over the
consistently advocates inclusive education as a country. The elements of Special Education
basic service for all types of exceptional children. programs include creating laws, training teachers,
In the same manner, participants of the 1994 gathering census of exceptionallyabled children and
Special Needs Education session held in youth in schools and community, integration of
Salamanca, Spain reaffirmed every individual’s children with learning needs in mainstream classes
right to education as enshrined in the 1984 and restoration and rehabilitation of residential and
Universal Declaration of Human Rights. Because of special schools and provision of materials
this reaffirmation a renewal of pledge was (Reynolds, 2007). Hence, schools implement the
completed. These declarations propelled the inclusive kindergarten program.
Department of Education to adopt a policy of
inclusive education in 1997, although the interest to

Table 2-Extent of Attainment of the Program’s Objectives/Outcomes in the Implementation of Inclusive

Education

Extent of Attainment of the Program’s Objectives/Outcomes Overall Overall Overall

In the Implementation of Inclusive Education Mean Standard Descriptive
Deviation Equivalent
Child find 3.47 1.030 High
Assessment 3.73 .939 High
Program Options 3.58 .916 High
Curriculum Modification 3.96 .783 High
Parental Involvement 3.98 .844 High
Legend: “Very High- 4.21- 5:00; High- 3:41-4:20; Low- 2.61-3.40; Very Low- 1.81-2.60; Not Achievable-1:00-
1:80” Source: DO 72, s. 2009 from http://deped.gov.ph/orders/do-72-s-2009

kindergarten program. This affirms with the

Presented in table 2 is the extent of attainment
Department of Education order that
of the program objectives/outcomes in the
“there is an urgency to address the participation rate
implementation of inclusive kindergarten program.
of children with learning needs on inclusive
The extent of attainment of the program
education. All children as assured by the Department
objectives/outcomes consistently yielded a high level
of Education, have the right to suitable education
of implementation in all indicators. This means that
within the regular or inclusive setting regardless of
approximately 61%-80% target indicators of the
their race, size, shape, color, ability or disability with
inclusive kindergarten program were accomplished in
support from school staff, students, parents and the
one of the Divisions of Southern Philippines. Out of
the five indicators, parental involvement got the community” (DepEd Order No. 72 s, 2009).
highest mean followed by curriculum modification, Best Practices and Challenges Experienced by
next is assessment, then program options and lastly is Principals and Teachers
child find. The best practices observed by the principal and
Results indicate that mostly, kindergarten teachers as far as inclusive education implementations
schools observed a high level of attainment in the are the dedication of the teachers, school facilities, and
implementation of inclusive kindergarten program. in-service training.
Further, this shows that the school administrators,
teachers, and parents strongly support inclusive Dedication of Teachers: Teachers have the love, the
goal for the child to create something meaningful.

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SEAMEO Regional Centre for Special Educational Needs

They learned to be patient, understanding and Acceptance of Parents : Parents' cooperation is very
optimistic. hard. Parents provided all their children's need but it's
really hard to reach out with them because they are
School Facilities: There are constructions of facilities hands-off”. Only the nanny will take care. At home,
appropriate for both regular students and students with there is no follow-up of what they did in school.
special needs like ramps, audio visual room and There are best practices observed by the
special rooms added with strong linkages with principals and teachers however, there are also
stakeholders. challenges. Findings of the study on the level of
school implementation of inclusive kindergarten
program are generally observed to be very high and
In-Service Trainings: Teachers attended a capability attainment of the program objectives/outcomes
building skills training. They also joined seminars like consistently yielded a high level of implementation.
“sign language” for the Hearing Impaired, literacy and However, still there is a need to enrich the Inclusive
numeracy music and dance, strategies in teaching Kindergarten Program. Hence, a proposed program is
children with learning difficulties. Principals echoed developed for the enhancement of Inclusive
to the teachers the trainings and seminar attended. Kindergarten Program.
On the other hand, there are challenges in the
implementation of the program as experienced by the Proposal for the Enhancement of Inclusive
principals and teachers. The issues that came out of Kindergarten Program
the Focus Group Discussion centered on attitude, Based on the findings of this study, an intensive
teacher workload, acceptance of parents and other seminar-workshop on Inclusive Classroom for
minor complains. Kindergarten Teachers is designed.

Curriculum Modification Title of the Program: Strengthening Inclusive

Teachers do modifications of drills and school works Classroom: Strategies that Work
during remedial classes. They provide anecdotal
record of the child’s behavior during class, conducted Rationale
parent-teacher conference and provide an Individual Kindergarten Education is now established as part of
Education Plan. In addition, teachers take time for a basic education and is required and obligatory for
one-on-one session with the child. They tried their entrance to grade one. With this institutionalization, it
best to simplify and modify the lessons for the was observed that there are children with special
children with special needs. needs enrolled or mainstreamed/integrated in regular
classrooms. Since children with special needs are in
Support of Parents and other Stakeholders the regular classrooms, they became the additional
Parents helped clean the classroom. They hired load of the teachers. Teachers now claim that they
shadow teachers for their children. The mothers are need intensive trainings on how to handle with this
asked to be the shadow teacher. Blessed with kind of children. Hence, a proposed program is
stakeholders, who shared what they have for the developed for the enhancement of Inclusive
special pupils. Government and non-government Kindergarten Program specifically on teacher
agencies helped and supported the program”. Parents development and child find.
gave toys and some materials while the local
governments donated sound systems and projector. Outcomes
i. The following are the outcomes of a training
Attitude : Educators felt that child with special needs program about inclusive classes for
is an illness, the disabilities are sickness. They thought kindergarten teachers:
disabilities are contagious. Other teachers are stone- ii. Thorough knowledge on inclusive education
hearted and are close-minded about inclusive in the local, regional, national and
education. Teachers have limited knowledge about international community, identify legal bases
inclusive education. They complained having children about inclusive education and categorize
with special needs in their classroom. different exceptionalities;
iii. Familiarize strategies and intervention
Workload : Teachers had to double their works programs for children with special
because they have to follow-up the students in the educational needs in an inclusive classroom;
regular class. A number of children with learning iv. Techniques on Child Find; and
needs in the v. Expose to Special Education schools/centers.
class are more than 2. Further, teachers have difficulty
in handling different children with different needs at a Action Plan
single session especially if the child really needs a lot This has to be done on the middle of the School Year
of attention. 2017-2018 and may be done every year for evaluation
purposes.

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SEAMEO Regional Centre for Special Educational Needs
Key Result Area teachers’ skills knowledge and attitude, students,
academic content and assessment, special subject
i. Modifies teaching strategies in an inclusive areas/extra-curricular activities and community,
classroom. school environment, and teacher development”.
ii. Assesses children having special The extent of attainment of the program
educational needs in their classroom. objectives/outcomes frequently yielded a high level of
iii. Design intervention programs for children implementation in all indicators: “child find,
with special educational needs and assessment, program options, curriculum
techniquesin child find. modificationand parental involvement”.
iv. Specifically, progresses kindergarten Though a number of challenges are being met
teachers’ performance during the regular by teachers and administrators, there have been best
work routine and in improvement in the practices observed in the implementation of inclusive
day- to-day functioning of the children who education and to the attainment of program as well.
are therecipients of instructional activities. Based on the findings of the study the
following recommendations are made: Compulsory
CONCLUSION survey, family mapping, campaigns, and networking
Findings show that the level of school for children with learning needs should be conducted
implementation of inclusive kindergarten program in not only by the SPED teachers but also by the regular
the division of Davao City is generally observed to teachers. Intensive trainings and seminars on SPED-
be very high. Out of the eight indicators, six of them related topics be designed for both regular and SPED
which are observed to be very high are on academic kindergarten teachers, participate in trainings,
content and assessment which got the highest mean; seminars-workshops, and benchmark to schools that
followed by teacher skills, knowledge and support; accommodate learners with special educational needs.
next is special subject areas/extra-curricular Require both regular teachers and special education
activities; then, students; succeeding school policies teachers to earn additional units and/or obtain degree
and administrative support; and the last community. program on special education in the graduate school.
Only two indicators got high level of implementation Intensify support to kindergarten teachers in terms of
namely school environment and teacher professional and financial needs to help them perform
development. their best. National Education officials should further
Attainment of the program objectives/ evaluate the curriculum of Teacher Education
outcomes consistently yielded a high level of Institutions by adding special education subjects.
implementation in all indicators. This means that Thorough pre-service trainings must be conducted in
approximately 61%-80% target indicators of the preparation for the kindergarten teachers’ actual
inclusive kindergarten program were accomplished teaching. Further research be conducted as regards
in Davao City Schools Division. Out of the five enhancement of Inclusive Kindergarten Program
indicators, parental involvement got the highest mean problem.
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