CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL i

INCLUSIVE EDUCATION IMPLEMENTATION

IN PUBLIC ELEMENTARY SCHOOLS IN ILOCOS NORTE

A Dissertation
Presented to the
Faculty of the Graduate School
CAGAYAN STATE UNIVERSITY
Sanchez Mira, Cagayan

In Partial Fulfillment of the

Requirements for the Degree
Doctor of Philosophy in Education
Major in Educational Management

MARGIE M. ALUPAY
December 2020
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL ii

APPROVAL SHEET

This thesis titled “Inclusive Education Implementation in Public

Elementary Schools in Ilocos Norte” prepared and submitted by Margie M.
Alupay in partial fulfillment of the requirements for the degree, Doctor of
Philosophy in Education major in Educational Management, is hereby
recommended for oral presentation.

_______________________ VERLINO D. BADDU, Ph.D

Date Adviser/Critic Reader

Approved by the Tribunal on Oral Examination with a grade of

______________________.

URDUJAH G. ALVARAGO, Ph.D.

Chairperson

MARIDEN V. CAUILAN, DPA FLORENTINA S. DUMLAO,

Ph.D.
Member Member

RODEL FRANCISCO T. ALEGADO, PhD

Member
__________________________________________________________________

Approved in partial fulfillment of the requirements for the degree Doctor

of Philosophy in Education major in Educational Management.

_______________________ RODEL FRANCISCO T. ALEGADO, Ph.D.

Date Dean, CSU-SM Graduate School
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL iii

ACKNOWLEDGMENT

Grateful acknowledgement is accorded to the following individuals who

extended their unending support for the accomplishment of this piece of work.

To her adviser, Dr. Verlino D. Baddu for imparting his knowledge and
expertise in guiding and helping the researcher until the finalization of this study;

To Dr. Urdujah A. Tejada, CESO II, the University President of CSU and
the Chairman of the Tribunal on Oral Examination, together with the
distinguished members of the Defense Panel, Dr. Mariden V. Cauilan, Dr.
Narcitas B. Ouano, and Dr. Florentina S. Dumlao for sharing their insights, and
extending their comments and recommendations for the improvement of this
study.

To Dr. Rodel Francisco T. Alegado, Dean of the Graduate School, for his
assistance and encouragement.

To her statistician, Dr. Florentina G. Reyes, for her assistance in the

statistical treatment of the data for this study;

To her husband, Rogel and sons Rogel Jr. and Emmanuel for the care and
inspiration.

Above all, to the Lord for His providence.

M.M.A
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL iv

DEDICATION

To our Creator,
my supportive husband,Rogel
my beloved children Rogel Jr. and Emmanuel
my friends and relatives
This piece of work is dedicated.

M.M.A
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL v

TABLE OF CONTENTS

Page
TITLE PAGE- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i

APPROVAL SHEET - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ii

ACKNOWLEDGMENT - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iii

DEDICATION - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - vi

TABLE OF CONTENTS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - vii

LIST OF TABLES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ix

LIST OF FIGURES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - x

LIST OF APPENDICES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - xi

Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction ………………………………………………… 1
Conceptual Framework……………………………………… 4
Research Paradigm………………………………………… 6
Statement of the Problem…………………………………… 7
Research Hypotheses……………………………………… 8
Significance of the Study………………………………… 9
Scope and Delimitation…………………………………… 10
Definition of Terms……………………………………… 11

2 REVIEW OF RELATED LITERATURE AND STUDIES

Inclusive Education - - - - - - - - - - - - - - - - - - - - - - - - - - - 13
Roles and Experiences of Teachers in Inclusive Education - - 17
Global Challenges on Inclusive Education - - - - - - - - - - - - - 21
Inclusive Education as Strategy for Increasing Participation
Rate of Children - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25
Related Studies - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 28

3 METHODS AND PROCEDURES

Research Design…………………………………………… 34
Locale of the Study………………………………………… 34
Respondents and Sampling Procedure……………………… 35
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL vi

Research 37
Instruments…………………………………………
Data Gathering Procedure…………………………………… 37
Statistical Tools……………………………………………… 38

4 DISCUSSION OF FINDINGS

Profile of the Respondents ………………………………… 40

Level of Inclusivity of the Different Public Elementary
Schools in Iloco Norte in Terms of School Policies and
Administrative Support…………………………………… 44
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of School Environment … 48
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Teacher Skills,
Knowledge and Attitudes…………………………………… 50
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Teacher Development 54
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Learners ……………. 56
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Academic Content and
Assessment ………………………………………………… 58
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Special Subject
Areas/Extra Curricular Activities ………………………… 61
Level of Inclusivity of the Different Public Elementary
Schools in Ilocos Norte in Terms of Community
Involvement………………………………………………… 64
Summary on the Assessment of the Inclusivity of the
Different Public Elementary Schools in Ilocos Norte……… 65
Challenges Met by the Teachers in Implementing Inclusive
Education in the Different Public Elementary Schools
within the Division of Ilocos Norte Considering the Cases
of Children with Special Needs Enrolled in their Respective
Schools…….……………………………………………… 66
Difference on the Level of Inclusivity of the Different
Public Elementary Schools in Ilocos Norte When Grouped
According to their
Profile……………………………………………………… 71
Difference on the Level of Inclusivity of the Different
Public Elementary Schools in Ilocos Norte When Grouped
According to School
Assignments………………………………………………… 74
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL vii

Policy Recommendation to Address the Challenges Met by

Teachers in Implementing the Inclusive Education in the
Public Elementary Schools in the Division of Ilocos
Norte…... 76

5 SUMMARY, CONCLUSIONS RECOMMENDATIONS

Summary…………………………………………………… 82
Conclusions………………………………………………… 84
Recommendations………………………………………… 85

LITERATURE CITED…………………………………………… 86
APPENDICES…………………………………………………… 92
CURRICULUM VITAE…………………………………………… 101
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL viii

LIST OF TABLES

Table Page

1 Distribution of respondents - - - - - - - - - - - - - -- - - - - - - - - - 36
-
2 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of school policies
and administrative support. - - - - - - - - - - - - - - - - - - - - - - - - 47
-
3 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of school
environment. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 49
4 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of teacher skills,
knowledge and attitudes. - - - - - - - - - - - - - - - - - - - - - - - - - 53
5 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of teacher
development. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 55
6 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of pupils.- - - - - - 58
7 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of academic
content and assessment.- - - - - - - - - - - - - - - - - - - - - - - - - - - 60
8 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of special subject
areas/extra-curricular activities.- - - - - - - - - - - - - - - - - - - - - 63
9 Assessment on the level of inclusivity of the different public
elementary schools in Ilocos Norte in terms of community
involvement. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 65
10 Summary on the assessment of the level of inclusivity of the
different public elementary schools in Ilocos Norte.- - - - - - - - 66
11 Assessment on the challenges met by the teachers in
implementing inclusive education. - - - - - - - - - - - - - - - - - - - 71
12 Difference on the assessment on the level of inclusivity of the
different public elementary schools in Ilocos Norte when
grouped according to the profile of the respondents.- - - - - - - 72
13 Difference on the respondents’ assessment on the level of
inclusivity of the public elementary schools in Ilocos Norte
when they are grouped according to school assignment.- - - - - 75
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL ix

LIST OF FIGURES

Figure Page

1 Profile of respondents according to their age. - - - - - - - - - - 40

2 Profile of respondents according to their sex. - - - - - - - - - - 41
3 Profile of respondents according to their civil status. - - - - -
42
4 Profile of respondents according to related trainings
attended- - - - - - - - - -- - - - - - - - - -- - - - - - - - - -- - - - - - - 43
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL x

LIST OF APPENDICES

Appendi Page
x
A Questionnaire for teachers - - - -- - - - - - - - - - - - - - - - - - - 73
--
B Attitudinnaire for Students - - - - - - - - - - - - - - - - - - - - - - - 75
---
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL xi

ABSTRACT

Title: Inclusive Education Implementation in Public Elementary

Schools in Ilocos Norte

Researcher: Margie M. Alupay

Degree: Doctor of Philosophy in Education

Major in Educational Management

Institution: Cagayan State University – Sanchez Mira Campus

Adviser: Verlino D. Baddu, Ph.D.

The different public schools in the Division of Ilocos Norte have been

catering to the needs of children with special needs. Hence, with the felt need to

provide policy recommendations and improved plans for implementing inclusive

education in Ilocos Norte province this study was conducted with the goal of

assessing the level of inclusivity of the different elementary schools in the

Division of Ilocos Norte and to determine the challenges met by the teachers in

implementing inclusive education. This study which was undertaken from January

2020 until June 2020 gathered the profile of the teacher-respondents as regards

their age, sex, civil status, and attendance to trainings on inclusive education.

Moreover, the level of inclusivity of the different public elementary schools in

Ilocos Norte was assessed along the following areas: school policies and

administrative support; school environment; teacher skills; knowledge and

attitudes; teacher development; pupils; academic content and assessment; special

subject areas/extra-curricular activities; and, community. Furthermore, the

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL xii

differences in the teacher-respondents' challenges and assessment on the

implementation of the features of inclusive education were statistically tested

when they are grouped according to each profile variable and when grouped

according to their school assignments. The descriptive survey design of research

was utilized with survey questionnaire as the primary tool in gathering data from

the forty-five respondents in this study, and they accomplished survey

questionnaire sent to them using google forms. The frequency distribution,

percentage, weighted means, five-point Likert scale and F-test were statistically

used in this study. It was found out that the average age of the teachers involved

in inclusive education in the Division of Ilocos Norte is 40.22, most of them are

females, married, and most of them have not attended any training on inclusive

education at all. However, it also found out that there is a very high level of

inclusivity in the different public elementary schools that cater children with

special needs in the division of Ilocos Norte. The most pressing concern of the

teachers involved in delivering inclusive education in the Division of Ilocos Norte

is the lack of training on inclusive education. With such findings, the policy

recommendations derived out of this study focused on retooling teachers for

inclusive education, enhancements of the BEED- General Education program of

TEIs, ensuring compliance to RA 7277 or the Magna Carta for Disabled Persons,

creation of instructional materials development committee for inclusive

education, conduct of intensive training on inclusive classroom management for

teachers, forging partnerships with organizations that fund and support the
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL xiii

implementation of inclusive education, engaging parents and stakeholders in the

delivery of inclusive education, conduct of comprehensive training for school

administrators in managing inclusive schools, establishment of incentive,

recognition and support system for teachers of inclusive education.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

All children, including those with disabilities, have a right to education.

This right is included in Philippine Law in the Magna Carta for Persons with

Disabilities (1992). As a matter of fact, in the Article 24 of the United Nations’

Convention on the Rights of Persons with Disabilities (UNCRPD), inclusive

education has been recognized as a more beneficial way of ensuring that children

with and without disabilities achieve their full educational potential.

Inclusive education has become the focus of many educational policies, not

only in the Philippines but also in many countries around the world. Considering

the very diverse set of learners whose needs also are diversified, inclusive

education serves as the main catalyst to promote quality education for all

(Operationally defined by the researcher). It is basically about nurturing and

educating all learners, making them feel the sense of belongingness regardless of

their differences in ability, culture, gender, language, class, and ethnicity (Kozleski,

et.al, 2007). Inclusive education, therefore, is about providing a learning

environment where children with and without disabilities are taught together, as

equals.

The practice of inclusive education in Philippine basic education is largely

determined by the Department of Education Order No. 72, s. 2009, an outdated

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 2

directive which does not specify a stable, clear, and definite process of including

CSN in the general education setting. A move to effect high-quality inclusion in

Philippine schools is said to be underway, but at present, the Special Education Act

(Philippine Senate Bill 3002), which is supposed to determine the practice of

inclusion in general education schools, is still under review at the Philippine Senate.

The continued delay of this bill's passage into law and which standards should be

met in its implementation are issues that continue to defy definitive resolution

(Muega, 2016). As a result, the Philippine Department of Education reports that

only 2% of children with disabilities (CWDs) are currently able to access

educational opportunities and of those who do, drop-out rates are high because of

the barriers of accessibility and discrimination they face. With this, it can be said

that most of the children with special needs in the country grow up without a decent

education, in spite of their potential talents and abilities, thus making it much more

challenging for people with disabilities to access employment opportunities and to

live independently and achieve their potential later in life.

It is important to note that inclusive education as an approach is different

from more traditional approaches to the education of children with disabilities that

involve segregating children with special needs into separate classes or even

separate schools. According to Bert Hofman, World Bank Country Director to the

Philippines, the segregated system is very expensive and hasn’t gone far yet, hence

DepED should train school administrators and teachers on how to handle children

with disabilities and programs for children with disabilities must be included in the

mainstream education system. Such statement highlights the importance of the role
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 3

of teachers as well as school administrators in inclusive education. As such,

research indicates that teachers play a critical role in the implementation of

inclusive education (Forlin et al. 2010). The ways in which teachers accept

inclusive values affect, for example, on learners’ adaptive academic and behavioral

functioning at school. Children with special needs who like and trust teachers, and

who are liked and trusted by their teachers, are more motivated and better supported

to engage at school, behave pro-socially and succeed academically.

With inclusive education as one of the priorities of the Department of

Education to achieve the goals of Education for All (EFA), the different public

schools in the Division of Ilocos Norte have been catering to the needs of children

with special needs. However, in order to improve and strengthen the

implementation of inclusive education in this part of the nation, there is a need to

determine the challenges observed and experienced by the teachers who serve as

the main implementers of such approach. It is along with this premise that this

study was conceived. This way, policy recommendations and improved plans for

implementing inclusive education can be made to ensure that schools, especially the

public elementary schools, are really responsive to the needs of children with

special needs for them to have equal access to quality education for all.

Conceptual Framework

The conceptual framework of this study has its underpinnings on Lev

Vygotsky’s Sociocultural theory. His contribution about the idea of zone of

proximal development to the study of developmental psychology has had a

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 4

significant impact on the teaching of students with disabilities. Vygotsky’s interest

in the role of social environment on learning is very relevant to the current practices

in the instruction of students receiving special education supports and services.

Vygotsky viewed disabilities as biological and social “abnormality” (Gindis, 1995).

Vygotsky views this social perception as the primary disability. His

proposal for instruction was mainly to provide a quality of life that included

appropriate and varied social interactions and relationships, adequate and timely

methods of education that develop “alternative but equivalent roads for cultural

development” (Gindis, 1995). In this study, this paradigm is maintained in the

structure of inclusive education today. The mandate to consider the “least

restrictive environment” for learners with special needs is an attempt to provide

them with the appropriate social interactions in typical environments of which

Vygotsky speaks. This helps educators determine what the learners can do with

and without assistance. It is the identification of the learner’s zone of proximal

development where instruction should be focused.

With this assumption, it is important that the schools support the

implementation of inclusive education. Therefore, assessing the level of inclusivity

of the public elementary school in Ilocos Norte is imperative, and it is

conceptualized that inclusivity should be holistic enough to cover school policies

and administrative support, school environment, teacher skills, knowledge and

attitudes, teacher development, pupils, academic content and assessment, special

subject areas/extra-curricular activities, and community.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 5

In this study, it is also conceptualized that the teachers’ age, sex, civil status,

and related trainings attended are independent variables that may affect their

assessment on the level of inclusivity.

Figure 1 shows the paradigm of the study.

Research Paradigm

Dependent Variable

Level of inclusivity of the

INDEPENDENT different public elementary
VARIABLES
schools in Ilocos Norte in terms
of the following:
Profile of the Teacher-
Respondents:
a. School policies and
1. Age administrative support
2. Sex b. School environment
3. Civil Status c. Teacher skills,
4. Trainings Attended knowledge and attitudes
d. Teacher development
e. Pupils
f. Academic content and
assessment
g. Special subject
areas/extra-curricular
activities
h. Community
Figure 1.A paradigm showing the independent and dependent variables of this
study.

Statement of the Problem

Generally, this study assessed the level of inclusivity of the different

elementary schools in the Division of Ilocos Norte and it also determined the

challenges met by the teachers in implementing inclusive education.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 6

Specifically, it aimed to answer the following research questions:

1. What is the profile of the teachers in the different public elementary

schools in the Division of Ilocos Norte in terms of the following?

a. Age

b. Sex

c. Civil Status

d. Trainings on inclusive education

2. What is the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of the following?

a. School policies and administrative support

b. School environment

c. Teacher skills, knowledge and attitudes

d. Teacher development

e. Pupils

f. Academic content and assessment

g. Special subject areas/extra-curricular activities

h. Community

3. What are the challenges met by the teachers in implementing inclusive

education in the different public elementary schools within the Division

of Ilocos Norte considering the cases of children with special needs

enrolled in their respective schools?

4. Is there a significant difference in the challenges met by the teachers

when grouped according to their profile?

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 7

5. Is there a significant difference in the assessment of the teacher-

respondents on the level of inclusivity of the different public elementary

schools in Ilocos Norte when grouped according to their school

assignments?

6. What policy recommendation can be proposed in order to address the

challenges met by the teacher in implementing inclusive education?

Research Hypotheses

This study was guided by the following null hypotheses:

1. There is no significant difference in the challenges met by the teachers

when grouped according to their profile variables.

2. There is no significant difference in the assessment of the teacher-

respondents on the level of inclusivity of the different public elementary

schools in Ilocos Norte when grouped according to their school

assignments.

Significance of the Study

Knowing the challenges in implementing inclusive education in public

schools as well as finding out the extent of implementation of the features of

inclusive education is deemed important in the entire education system, most

especially to the following:

Children with special needs, since they are the primary ones who will be

benefitted in the successful implementation of inclusive education. Their various

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 8

needs as learners will be properly addressed which would allow them to have equal

access to quality education in public schools;

Teachers in the public schools may find this study significant since this

could serve as their avenue for them to properly document their problems, issues,

and concerns which bring them challenges in implementing inclusive education in

their respective classrooms;

School principals may also use the findings of this study as their basis in

determining possible administrative support that can be offered to their teaching

force as regards the implementation of inclusive education.

Policy makers may also be benefited by this study with the hope that the

recommended policies which will be the output of this study will be considered for

policy development to further enhance the implementation of inclusive education in

the Philippine schools.

Scope and Delimitation of the Study

This study was delimited in the assessment of the level of inclusivity of the

different elementary schools in the Division of Ilocos Norte and in determining the

challenges met by the teachers in implementing inclusive education. It was

undertaken from January 2020 until June 2020.

The profiles of the teacher-respondents was also determined, but the

variables were limited only to their age, sex, civil status, and attendance to trainings

on inclusive education. Moreover, the level of inclusivity of the different public

elementary schools in Ilocos Norte were assessed along the following areas: school
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 9

policies and administrative support; school environment; teacher skills; knowledge

and attitudes; teacher development; pupils; academic content and assessment;

special subject areas/extra-curricular activities; and, community.

Furthermore, the differences in the teacher-respondents' challenges and

assessment on the implementation of the features of inclusive education were

statistically tested when they are grouped according to each profile variable and

when grouped according to their school assignments.

Definition of Terms

The following terms are operationally defined to aid comprehension among

the readers of this study:

Age refers to the length of life or existence of the teachers up to the time

he/she has been referred to as a respondents in this study.

Sex pertains to whether the respondent is a male or a female.

Civil status refers to the marital status of the respondents, whether he or

she is single, married, separated, or widow/er.

Highest educational attainment means the latest degree earned by the

respondent.

Frequency of training on inclusive education pertains to the number of

training attended by the respondent related to inclusive education or along with

special education.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 10

Challenges refers to the problems, issues, obstacles and other concerns that

the teachers may have found to cause them difficulty in implementing inclusive

education in their classrooms.

Implementation of the features of inclusive education means the extent

of realizing the features of inclusive education based on existing policies and legal

bases, especially in the Department of Education.

Level of inclusivity pertains to the intensity of practicing and implementing

inclusive education in the different public elementary schools. In this study, it

includes the practice of inclusivity along areas such as: school policies and

administrative support; school environment; teacher skills; knowledge and

attitudes; teacher development; pupils; academic content and assessment; special

subject areas/extra-curricular activities; and, community.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 11

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This portion of the study presents the related literature and studies which are

collated to strengthen the framework of the study.

Inclusive Education

According to Kozleski et al. (2007), the basic premise of inclusive

education is that schools are about belonging, nurturing and educating all pupils

regardless of their differences in ability, culture, gender, language, class, and

ethnicity (Savolainen, Engelbrecht, Nel, & Malinen, 2012).

Inclusive education is not a marginal issue but is central to the achievement

of high-quality education for all learners and the development of more inclusive

societies. Inclusive education is essential to achieve social equity and is a

constituent element of lifelong learning ( UNESCO).

The term “integration”, according to Zoniou-Sideri (2011), means “the

systematic placement of someone in something else and the completion of the

subject as an independent, integral part of a larger whole”. On the other hand,

Zoniou-Sideri (2011), argues that the term “inclusive education” is the result of

academics’ efforts to broaden the term “integration”, which is no longer a goal, but

a means of changing social data, since it aims not to restrict the boundaries of

educational institutions, but to involve wider social structures. Kofidou and

Mantzikos (2017) reviewing the international literature mention that the main

difference between these two definitions is that “integration” was implemented as a

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 12

practice in the absence of a theoretical and ideological context and this is the reason

of its failure. The inclusion of children with special educational needs in

mainstream schools required the effort of co-existence with the existing curriculum.

On the other hand, “inclusive education” entails the features of “integration”, but

also requires modification of the existing social structures, revocation of prejudices,

acceptance of dissimilarity, review of standards and of educational goals,

reformulation as a radical educational policy, designing of new curricula and

training of educators.

Andaya et al., (2010) cited that the term “inclusion” means to establish an

understanding of concept between inclusion and integration. Inclusion further

means the acts of securing appropriate opportunities for learning, assessment, and

qualifications enabling full and effective participation of all pupils in the learning

process(Andaya et al., 2010).

Meanwhile, Titrek (2017) explains that inclusive education is a social and

fundamental issue which emphasizes on the rights not to discriminate and segregate

children on the ground of their individual difference. Currently, the field of

education has moved from segregation paradigm through integration to a point

where inclusive education becomes central to placement for the children with

disabilities. Educational efforts were made by the government to include pupils

with disabilities in inclusive education/general schools which promise better

educational results for all children (Sakız & Wood, 2015). By preventing

discrimination, inclusive education provides equal opportunity in regards to the

fundamental of human rights in the educational field (Ministry of National

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 13

Education, 2011). The philosophy of inclusive education differs from the traditional

education practices, whereby the minority children with disabilities perhaps

segregated from the general population. Likewise, an inclusive education system is

fundamental for realizing the rights of learning opportunities the children with

disabilities and not be excluded from the general school system on the ground of

their disabilities. Ideally, it allows children with and without disabilities to attend

the same classes in the general schools with the addition of educational supports.

Traditionally, it increases a higher frequency of interaction between disabled and

non-disabled children, which improves their academic and social- communication

skills. In addition, inclusive education involves fundamentally re-thinking the

meaning and purpose of education for all children (Titrek, 2017).

There are three aspects of inclusion identified by Farrel (2005). These are

social inclusion, including pupils with special educational needs already in a

mainstream school, and balance of pupils in mainstream and special schools. As a

strategy, social inclusion is likely to raise more standards pupil with SEN (Special

Education Needs) attains when in school than when not educated at all. Included in

the second thread are pupils with (SEN) already enrolled in mainstream schools, an

approach that seems to be the purpose of documents on the inclusion of all those

connected with the school, adults as well as children, not only pupils with SEN. It

addresses three dimensions of schooling: a) creating inclusive cultures, b)

producing inclusive policies, and c) evolving inclusive practices. (Booth,

Ainscow& Black-Hawkins, 2000). The third aspect of inclusion may result in an

increasing proportion of pupils in mainstream schools with reference to specialist

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 14

provision or a pupil referral unit. No pupils would be educated in special schools or

other settings, and all pupils with Special Educational Needs (SEN) would be

educated in mainstream schools. Sucuoğlu, et.al, (2013) supports the same by

stating that young children with disabilities benefit from inclusive settings and

belonging, participating and social relationship are accepted as meaningful and

realistic outcomes of inclusion for them. In addition, by the inclusive system, they

are protected from segregation and negative attitudes of others such as their peers

and teachers. On the other hand, the typically developing children develop

sensitivity and positive attitudes toward others who are different from them and

when the children with and without disabilities are given opportunities to work

together, more positive interactions between two group of children are observed in

inclusive settings (Sucuoğlu, et.al, 2013).

Roles and Experiences of Teachers in Inclusive Education

According to the existent studies focusing on inclusive practices, inclusion

has been one of the challenging issues facing the parents, principals, policymakers,

and most importantly, the teachers.

One of the most important aspects of inclusive education is the teacher, who

has direct contact with pupils with special needs. The teacher is a human

component in the teaching and learning process, which has a role in an attempt to

build potential human resource. Martika (2016) cites that in the practice of

inclusive education in regular school, education for pupils with special need is

given to teachers’ assistance. Martika (2016) enumerates teachers’ assistance task

as: (1) arranging assessment instrument together with class teacher and subject
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 15

teacher, (2) building coordination system among teacher, school administration, and

pupils’ parents, (3) accompanying handicapped pupils in learning together with

class teacher/ subject teacher, (4) giving special help for special pupils who face

difficulty to learn in regular class, in the form of remedial or enrichment, (5) giving

continue guidance and making notes for handicapped pupils during learning

activity, and it should be understandable for new teacher, and (6) giving help

(sharing) to class teacher and/or subject teacher so they can give education service

for special children. Regular teacher in inclusive school should possess special

competency in giving education service for pupils with special needs. According to

Martika (2016), competency is assimilation among knowledge, skill, value, and

behavior reflected in thinking and act habit. One competency that regular teachers

in inclusive school should have in giving education service to pupils with special

needs is pedagogy competency.

The roles and responsibilities of teachers have changed with the inclusive

practices and the teachers have been expected to understand the characteristics of

the children with disabilities, adapt the curriculum according to their developmental

level, and interact in the classroom with all children, including those with

disabilities (Bruns & Mogharreban, 2009; Lieber, Beckman, Hanson, Janko,

Marquart, Horn, et al. 1997). In addition to their traditional roles and

responsibilities, teachers are also responsible for the development and improvement

of all children in their classrooms by creating an appropriate learning environment,

involving all of the pupils in learning activities, and using evidence-based

strategies. Moreover, they are required to have knowledge regarding the methods
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 16

for development and implementation of individualized education programs (IEPs)

and possess the skills for collaborating with the families in order to offer them the

support they need. Furthermore, they are expected to have knowledge and skills in

using behavioral interventions and effective classroom management that can

facilitate teaching children with diverse abilities (Bruns & Mogharreban, 2009;

Coombs-Richardson & Mead, 2001; Crane-Mitchell & Hegde, 2007; Martinez,

2003).

To fulfill these responsibilities, teachers should know all of their children,

recognize their characteristics, encourage social behaviors, and support the children

to have creative experiences in preschools while also being able to adapt their

instruction to the developmental level of each child and use strategies that facilitate

teaching in the regular classroom (Honig, 1997; Odom, 2002; Pavri, 2004).

However, previous literature has frequently emphasized that preschool and

elementary school teachers are not adequately prepared to teach children with

disabilities (Bruns & Mogharberran, 2009; Fuchs, 2009-2010; Hamre, 2004;

Martinez, 2003) and they do not have sufficient knowledge and skills to teaching in

inclusive classrooms (Batu, 2010; Crane-Mitchel & Hedge, 2007; Gök & Erbaş,

2011; Kargın, Acarlar, & Sucuoğlu, 2006). In addition, since pre-service training

offers little to teachers to prepare them for this kind of work (Dew-Hughes &

Brayton, 1997; Gargiulo, Sluder, & Streitenberger, 1997; Jennings, 2007), there is

concern about the inadequacy of teacher preparation in terms of meeting the

educational needs of children with disabilities (Fuchs, 2009-2010). Moreover, the

teachers' insufficient skills and experiences with these children lead to a reluctance
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 17

to accommodate children with disabilities in their classrooms (Avramidis, Bayliss,

& Burden, 2000; Gemmel-Crosby & Hanzlik, 1994; Huang & Diamond, 2009).

Teachers frequently report that they need more information and skills in areas such

as developing IEPs, assessing the children's progress, adapting and modifying the

curriculum, encouraging all children to participate in academic activities, and

dealing with behavioral problems in the classroom (Avramidis et al., 2000; Buell,

Hallam, Gamel-McCormick, & Scher, 1999; Kamens, Loprete, & Slostad, 2003).

They also have stated that they need to learn special methods and strategies to

facilitate learning in children with disabilities. They also lack confidence in their

ability to differentiate instruction and make the necessary individual adaptations for

these children; thus, working in inclusive classrooms has been a negative

experience (Crane-Mitchel & Hedge, 2007; ERG, 2011; Gök & Erbaş, 2011;

Kargın et al., 2006). Moreover, most teachers face difficulties in working with

families as they seek to encourage them to be involved in their children’s education

and be a part of inclusive practices (Bruns & Mogharberran, 2009).

Teachers play a key role in the quality and success of inclusion (Burke &

Shutlerland, 2004; Odom, 2000; Wolery & Wilbers, 1994). Their lack of

information is accepted as a crucial barrier toward effective inclusive practices

(Fuchs, 2009-2010; Pivic, McComas, & Laflamme, 2002; Soodak, Erwin, Winton,

Brotherson, Turnbull, & Hanson, 2002). Sadler (2005) stated that teachers' lack of

knowledge about inclusion and the characteristics of children with disabilities are

two the significant factors that influence their efforts to meet the needs of these

children. Having the support of school principals, receiving consultancy from

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 18

specialists, having access to appropriate resources, and planning their work hours

are also important variables involved in working in inclusive classrooms, but

research indicates that the most basic need for teachers in inclusive classrooms is

sufficient training in working with children with disabilities (Odom, 2000; Werts,

Wolery, & Snyder, 1996). Therefore, whether or not the teachers have the

appropriate knowledge regarding inclusive practices is accepted as an indicator of

the quality of inclusion (Bredekamp & Copple, 1997; Howes, 1997).

Studies, from a range of national contexts, highlight that whilst teachers

generally express a very strong commitment to the values and principles of

inclusive education they are often anxious about how to work with an increasingly

diverse range of learners. Teachers also report that they believe they lack specialist

skills and knowledge necessary to meet the differing needs of all the children they

encounter. Such views can undermine teachers’ sense of professional competence

and confidence (Blecker & Boakes, 2010; Jordan, Schwartz, &McGhie-Richmond,

2009; Lopes, Monteiro, &Sil, 2004; Ross-Hill, 2009). It also suggests that

traditional pedagogical approaches to inclusion, based on making provision for

most learners, and then something extra or different for some, is not really working.

Global Challenges on Inclusive Education

Muega (2016) refers to Salamanca Statement of 1994 when she wrote in her

study that inclusive education movement encourages inclusive schools to establish

a continuum of support and services to match the needs of children who require

special attention. She further noted that since the institutionalization of inclusive

education in different countries, nearly all public schools have been morally or
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 19

legally stripped of their option to turn away exceptional children whose parents or

guardians seek for them to be schooled in a general education setting. This

development was further facilitated by many organizations' aggressive call for

satisfactory implementation of inclusive education. However, it would later be

found in various parts of the world, however, the pursuit of high-quality inclusive

education poses many challenges. Many school systems are unable to quickly

evolve according to the ideals of inclusive education (Muega, 2016).

In July 2001, South Africa institutionalized inclusive education with the

publication of the policy document called, Education White Paper 6 on Special

Needs Education: Building an inclusive education and Training System (Muega,

2016). Naicker (2006) acknowledges that the first four years of its implementation

proved that it is far from perfect in form and substance. A favorable change in the

educational system largely depends on the construction of a strong theoretical

framework. To build one, stakeholders should introduce reforms in the area of

epistemology, special education theory, and practices, curriculum, ideology, and

politics (Naicker, 2006). This means that inclusion policy should require that

teachers be informed appropriately and equipped with skills that will enable them to

pave the way for high-level inclusive education (Muega, 2016).

Muega (2016) argues that in the Philippines, both in the cities and remote or

rural areas, many public schools remain ill-equipped and this could be one of the

reasons why many general education teachers in the Philippines doubt their

capacity to teach in an inclusive school. In a research by Muega and Echavia

(2011), 87 in-service teachers said they are willing to handle and work with
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 20

professionals for the inclusion of children with special needs in general education

classrooms, but their overall response indicates they are not prepared to take on the

challenge of handling pupils with disorders or disabilities. This problem is further

aggravated by the difficulty of meeting other vital requirements of sound inclusive

education. At this point, teachers in the Philippines, whether trained or otherwise,

will have to accept that they will be spread too thinly in an inclusionary setting

because the presence of pupils with special needs in an oversized group of pupils if

taken seriously, requires the preparation of more than one lesson plan. While

inclusion policy has been already adopted in the Philippines, many schoolteachers

have yet to fully appreciate the value of inclusive education (Muega & Echavia,

2011).

In Guyana, supporters of inclusion are confronting the same challenges that

other developing nations are facing to establish a just and durable inclusive

education system. It has been observed that the inappropriate attitude of many

toward persons with disabilities remains a major obstacle to inclusive education in

Guyana (Muega, 2016; Adjodhia-Andrews, 2007). Agents of change or educational

leaders, however, could work together in order to reconfigure Guyanese society’s

negative views and attitudes toward people with disabilities and their educational

potentials (Muega, 2016; Adjodhia-Andrews, 2007).

Having sufficient knowledge of inclusive education enables teachers and

school administrators to become more flexible and productive (Muega, 2016;

Naicker, 2006). One of the most neglected components of inclusive education,

however, is the laying of its conceptual foundations to ensure those general

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 21

education teachers, administrators, and parents fully understand and appreciate the

ground upon which inclusive education is built. According to Muega (2016), many

researchers—including S. Vaughn, J.S. Schumm, J.S. Jallad, B. Slusher, and L.

Samuell (1996) and M.M. Ali, R. Mustapha, and M.Z. Jelas (2006)—have

established that when inclusive teaching is not standing on solid knowledge about

inclusive education, many teachers are wont to think that inclusion policies are

oppressive since they have to operate in a landscape unfamiliar to them (as cited in

Khan, 2011). Needless to say, having the right amount of relevant knowledge and

skills to get children with special needs where they ought to be is a necessary

condition for the practitioners of inclusive education to succeed in the tricky terrain

of inclusion (Adjodhia-Andrews, 2007).

Since 1996, training workshops and other initiatives for inclusive education

have been conducted in the Philippines. The required services for children with

special needs in general education, however, remain unavailable in nearly all public

schools. Dizon (2011) and Dizon (2012) pointed out that tooling up for

comprehensive inclusive education requires meticulous planning. Workshop-

seminars conducted over a weekend, a week, or even a month are insufficient and

will not enable inclusive schoolteachers, school administrators, or parents of

children with special needs to meet the standards of high-level inclusive education.

To fully satisfy the needs of diverse learners, especially those with developmental

disorders or learning disabilities, a government needs to require that high standards

of inclusion be met in schools. Inadequate preparation for IE may actually stand in

the way of high-quality inclusion.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 22

Inclusive Education as Strategy for Increasing Participation Rate of Children

(DO 72, s. 2009)

Department of Education Order No. 72 series of 2009 contends that special

Education in the Philippines has only served 2% of the targeted 2.2 million children

with disabilities in the country who live without access to a basic human right: the

right to education. Most of these children live in rural and far-flung areas whose

parents need to be aware of educational opportunities that these children could avail

of.

Because of this, the Department of Education (DepEd) has organized the

urgency to address this problem and therefore, guarantees the right for these

children to receive appropriate education within the regular or inclusive classroom

setting. Inclusive education embraces the philosophy of accepting all children

regardless of race, size, shape, color, ability or disability with support from school

staff, pupils, parents, and the community.

According to DO 72, s. 2009, a comprehensive inclusive program for

children with special needs has the following components:

1. Child Find. This is locating where these children are through the

family mapping survey, advocacy campaigns and networking with

local health workers. The children with special needs who are not in

school shall be listed using Enclosure No. 1. These children shall be

visited by Special Education (SPED) teachers and parents should be

convinced to enroll their children in SPED Centers or schools

nearest their home.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 23

2. Assessment. This is the continuous process of identifying the

strengths and weaknesses of the child through the use of formal and

informal tools for proper program grade placement. Existing SPED

Centers in the Division shall assist regular schools in the assessment

process.

3. Program Options. Regular schools with or without trained SPED

teachers shall be provided educational services to children with

special needs. These schools shall access educational services from

SPED Centers or SPED trained teachers. The first program option

that shall be organized for these children is a self-contained class for

children with similar disabilities which can be mono-grade or multi-

grade handled by a trained SPED teacher. The second option is

inclusion or placement of the child with disabilities in general

education or regular class where he/she learns with his/her peers

under a regular teacher and/or SPED trained teacher who addresses

the child’s needs.

The third option is a resource room program where the child

with disabilities shall be pulled out from the general education or

regular class and shall report to a SPED teacher who provides small

group/one-on-one instruction and/or appropriate interventions for

these children.

4. Curriculum Modifications. This shall be implemented in the forms

of adaptations and accommodations to foster optimum learning

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 24

based on individual’s needs and potentials. Modification in

classroom instructions and activities is a process that involves new

ways of thinking and developing teaching-learning practices. It also

involves changes in any of the steps in the teaching-learning process.

Curriculum modifications shall include service delivery options like

cooperative or team teaching, consulting teacher program, and

others. The provision of support services from professionals and

specialists, parents, volunteers, and peers or buddies to the children

with special needs is an important feature in the inclusion program.

5. Parental Involvement. This plays a vital role in preparing the

children in academic, moral and spiritual development. Parents shall

involve themselves in observing children's performance,

volunteering to work in the classroom as a teacher aide and

providing support to other parents.

Furthermore, DO 72, s. 2009 posits that District and school-based special

education and regular teachers, administrators and parents need to collaboratively

develop and facilitate the most effective program for children with disabilities. This

program shall be included in the School Improvement Plan (SIP). In order to realize

the successful implementation of inclusive education in the schools, the duties and

responsibilities of DepED officials at the division, region and central offices shall

provide the needed training on inclusive education to administrators, teachers and

other school staff; regularly monitor the implementation of the program and
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 25

provide the corresponding technical assistance needed and conduct evaluation to

determine the effectiveness of the program and improve its implementation.

Related Studies

Muega (2016) conducted a study on the knowledge and involvement of

schoolteachers, school administrators, and parents of children with special needs

(CSN) in the implementation of inclusive education (IE). Utilizing a modified

survey questionnaire, data were collected from 91 participants who have firsthand

knowledge of and experience with inclusive schools located in Quezon City, Metro

Manila, Philippines. It has been found that the participants neither question nor

resist the practice of inclusion in their respective general education settings. They

admit, however, that they are not sure whether their understanding of IE conforms

to widely accepted definitions. The participants are in doubt whether their claimed

practices are potent enough to be responsive to the requirements of high-level

inclusive education. No significant difference was noted among the participants’

mean scores in the survey of their knowledge of IE and involvement in IE.

In the study of Dilna (2016), the current situations and educational needs of

children with special needs in Cotabato City during the school year 2014 –2015

were determined. The study had utilized the qualitative research method using the

Focus Group Discussion (FGD) and Interview method. The respondents of this

study were the school administrators, teachers, parents and pupils with special

needs in the three public elementary schools in Cotabato City division. As a result,

the inclusive education, administrative support, teachers' factor, pupils Interest, and
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 26

Parents Involvement have a great impact on the development of inclusive education

in Cotabato City Division. Based on the findings of the study, it is recommended

that inclusive education be continued and mainstreamed, the funding will be added

and resource rooms be expanded, financial support for handicapped pupils be

imposed and additional teachers will be recruited and trained for inclusive

education curriculum.

Johnstone & Chapman (2009) also conducted research titled contributions

and constraints to the implementation of inclusive education in Lesotho. It

investigated the extent to which central ministry policy initiatives result in large‐

scale educational change in developing countries. Specifically, Lesotho's policy of

inclusive special education was examined as a case study. The study employed a

multi‐method approach to yield a large data‐set. Results indicate that policy

implementation was limited in both depth (the approaches to inclusive education in

some schools) and breadth (the number of schools that have received training in

inclusive education). Where implementation was present, perceived teacher

knowledge and skill were a strong predictor of success and teachers had positive

attitudes toward children with disabilities.

Eleweke and Rodda (2010) published a paper that is concerned with

enhancing inclusive education (IE) in developing countries (DCs). It is estimated

that the majority of the world's population of people with disabilities live in DCs of

Africa, Asia, Latin America, Caribbean, and the Middle East, some 150 million of

them being children, but less than 2% are receiving any form of rehabilitation

service. Thus successful implementation of IE could increase the number of those

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 27

with disabilities receiving educational and other services in DCs. Evidence,

however, indicates that IE is not being satisfactorily implemented in most DCs.

Factors such as the absence of support services, relevant materials, inadequate

personnel training programmes, lack of funding structure and the absence of

enabling legislation are the major problems of effective implementation of IE in

these countries. The implications for improvements in these areas to achieve

meaningful implementation of IE in DCs are discussed.

Dalonos (2013) made a study on the awareness and attitudes of

administrators, SPED and Regular teachers towards inclusive education. She

emphasized that teachers and administrators are perceived to be integral to the

implementation of inclusive education. They played a vital role in the successful

implementation of inclusive education as they are viewed as linchpins in the

process of including pupils with disabilities into regular classes. This cannot be

achieved if awareness and attitudes towards inclusive education have not been

practiced and developed. Hence, the study of Dalonos (2013) was conducted to

assess the awareness and attitudes towards inclusive education in the context of

mainstreaming children with special needs in Cagayan de Oro City, Philippines.

This descriptive study involved administrators, regular and special education

teachers in public schools. The respondents were given questionnaires in order to

determine their awareness and attitudes towards inclusive education. Data were

analyzed using descriptive statistics as weighted mean and standard deviation. The

findings were synthesized according to the aspects of administrators, regular and

SPED teachers’ awareness and attitudes towards inclusive education.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 28

Meanwhile, the study of Marzo and Pascua (2012) determined the teachers'

attitudes toward inclusive education in public elementary schools in the northern

part of Nueva Vizcaya. The study used descriptive-correlational survey method of

research. The researchers used a structured questionnaire in gathering the needed

data. The study found out that the teachers have a high acceptance of the idea of

inclusive education. The overall attitude of the teachers towards inclusive education

was comparable regardless of age, class size and length of service. Teachers who

were handling bigger class sizes possess more favorable attitude or they feel so

fortunate to be a great help to children with disabilities to feel important and

accepted by their non – disabled peers. Teachers who were newer in service were

more reluctant on the inclusion of inclusive education probably because they have

not been trained or have not acquired the variety and latitude of experiences that

were vital in teaching children with disabilities as compared to their counterparts

who have rendered more years of services in teaching special children.

Barnido (2018) conducted the study titled ‘The Implementation of Inclusive

Education in a Public National High School: Viewpoints of English Language

Teachers in Focus’. It was a phenomenological study which purpose was to explore

the experience that shaped the viewpoints of English language teachers who had

facilitated inclusive classrooms on the implementation of Inclusive Education (IE)

in a public national high school in Panabo City. Twelve English language teachers

were purposefully identified and were invited for an in-depth interview and focus

group discussion. Gathered information was transcribed, coded, and categorized

according to themes. The challenges encountered by the English teachers were lack
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 29

of educational preparation and training, a dearth of instructional materials and

classroom management strategies, insufficient orientation, teachers' heavy

workload, communication barriers, sentiments on class population and diversity of

learners, and teachers' emotional attachment and admiration to selected learners

with exceptionality. They coped with the challenges by communicating through

secondary channels, advocating values of acceptance, understanding, and tolerance,

employing practical teaching strategies to promote pupils' involvement and exerting

extra effort. The insights that they shared included their personal understanding of

inclusive education, recommendations to intensify the implementation of the

program, realizations and positive change of attitude and perspective, passion for

teaching, parent's vital role, and that maximum tolerance should be practiced. With

these results, it was found out that teachers develop a positive attitude towards IE if

conditions were right.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 30

Chapter 3

METHODOLOGY

Research Design

The descriptive survey research design was used in describing the level of

inclusivity and the challenges met by teachers in the different public elementary

schools in the Division of Ilocos Norte. A description of the profile of the teachers

in terms of their age, sex, civil status, highest educational attainment, and frequency

of training on inclusive education was offered. Furthermore, the challenges met by

the teachers in implementing inclusive education in their respective schools, and the

result of the test of difference on their challenges and assessment on the level of

inclusivity of their schools will also be described in this study. The descriptions are

then presented by reporting the frequency or percentage of persons reporting each

response.

Locale of the Study

This study was conducted in the schools of Bangui , Pagudpud, Burgos,

Pasuquin and Bacarra districts in public elementary schools within the Schools

Division of Ilocos Norte.

Ilocos Norte Province is a province of the Philippines located in the Ilocos

Region in Luzon. It has 21 municipality and two cities, Laoag City, being the

capital of the province and Batac City as its youngest city. It is located at the

northwest corner of Luzon Island, bordering Cagayan and Apayao to the east, and
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 31

Abra and Ilocos Sur to the south. Ilocos Norte faces the South China Sea to the

west and the Luzon Strait to the north.

Meanwhile, guided by the vision, mission and goals of the Department of

Education, these public elementary schools have the vision of developing through

education, a Filipino student who believes in God, loves his country and people;

who is proud to be a Filipino and who possesses good values and actively

participates in building a responsible Filipino society and who is ready to embrace

the real future where every Filipino enjoys a life of greater economic security,

social well-being and personal integrity. Their mission is to ensure a relevant, high-

quality education that is supportive of the country’s development goals and

priorities. They provide the best knowledge and trainings to every student and

inculcate discipline in order to become creative and critical thinkers and life-long

learners.

Respondents and Sampling Procedure

Only the schools that cater to children with special needs (CSN) in the

Division of Ilocos Norte were considered in this study, hence a complete

enumeration of forty-five (45) teacher respondents was employed.

Distribution of respondents per school.

School Number of Respondents

Abaca ES 2
Ablan Community School 1
Adams Central Elementary School 1
Alao Elementary School 1
Bacsil Elementary School 1
Banban Elementary School 1
Banna Central Elementary School 1
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 32

Bayog Elementary School 5

Burayoc Elementary School 1
Caribquib Elementary School 1
Carosikis Elementary School 1
Caunayan Elementary School 1
Dadaeman Elementary School 1
Dumalneg Elementary School 2
Gamaban Elementary School 2
Lanao Elementary School 5
Margaay Primary School 1
Masikil Elementary School 1
Nagbalagan Elementary School 2
Naglicuan Elementary School 1
Paayas Elementary School 1
Paddagan Elementary School 1
Pagudpud Central Elementary School 1
Pancian Elementary School 2
Pasaleng Elementary School 2
Piddig Central Elementary School 1
Sabas Sagisi Elementary School 1
San Isidro Elementary School 1
Saud Elementary School 2
Special Education Center 1
Sta. Cruz Elementary School 1
Subec Elementary School 4
Suyo Elementary School 2
TOTAL 52

Research Instrument

The survey questionnaire was the primary tool used to gather the data

needed for this research. The tool had four parts where Part I contained a survey of

the profile of the teacher-respondents, Part II contained the indicators to assess the

level of inclusivity of the different public elementary schools, Part III was

composed of statements regarding the challenges of the teacher-respondents as

regards the implementation of inclusive education. The Part II of the survey

questionnaire has been adapted from the Inclusive, Learning Free Environment
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 33

Self-Assessment Form found in the UNESCO Toolkit on Inclusive Education.

Moreover, Parts II and III of the survey questionnaire utilized the 5-point Likert

Scale for the responses.

Data Gathering Procedure

Permission to conduct the study was sought from the Public Schools

Division Superintendent of the Division of Ilocos Norte, from the Public Schools

District Supervisors and also from the principals of the different public elementary

schools within Ilocos Norte.

Because of the restrictions set due to the COVID-19 pandemic, the researcher

was not able to personally float the questionnaires. Hence, the instrument was

inputed in a Google Form and the link was sent to the respondents for them to

accomplish online. Probing the responses and gathering supporting responses was

done through chat messages in the FB messenger.

Statistical Tools

The data gathered from the different respondents through the use of

questionnaire were recorded, summarized, tabulated, analyzed and interpreted

through the use of some selected statistical tools such as frequency distribution,

percentage and weighted means.

The profile of the teacher-respondents was analyzed using frequency counts,

percentage distribution and weighted means. Moreover, frequency counts,

percentage distribution and weighted mean were used in the analysis of the
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 34

responses as regards the level of inclusivity of the different public elementary

schools in the Division of Ilocos Norte. This was aided by a 5-Point Likert Scale as

follows:

Note that the descriptive values will be used in the responses of the respondents

in the survey questionnaire while the transposed value will be used in discussing

the level of inclusivity:

Point Range Descriptive Value Transposed Value

5 4.21 – 5.00 Strongly Agree Very High
4 3.41 – 4.20 Agree High
3 2.61 – 3.40 Moderately Agree Moderate
2 1.81 – 2.60 Disagree Low
1 1.00 – 1.80 Strongly Disagree Very Low

Frequency count was used in treating the data on the challenges met by the

teacher-respondents in implementing inclusive education, the result was then

ranked from the most pressing concern to the last.

Finally, the F-test, on the other hand was used in finding out if there are any

significant differences on the assessment on the level of inclusivity when grouped

according to profile variables and school assignment.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 35

Chapter 4

DISCUSSION OF FINDINGS

Profile of the Respondents

Age
Figure 1 shows the profile of the respondents according to their age. As

indicated by the data, twenty-seven percent or 12 of the respondents are 22 to 28

years old. Twenty-two percent or 10 are aged 50 to 56, twenty percent or 9 are 43

to 49 years old, sixteen percent or 7 have ages from 29 to 35 range, eleven percent

or 5 are 36 to 42 years old, while only four percent or only 2 out of the 45

respondents are aged 57 to 63 years old.

The average age of the respondents is 40.22 which points to the idea that

majority of the elementary teachers who cater inclusive education in Ilocos Norte

are in their middle age period.

Distribution of respondents according to age

57-63
4%
22-28
50-56 27%
22%

43-49 29-35
20% 16%
36-42
Average Age = 40.22 11%

Figure 1. Profile of respondents according to their AGE

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 36

SEX

As regards sex, Figure 2 shows that majority of the respondents are females

comprising seventy eight percent of the entire population in the study. On the other

hand, twenty two percent of the respondents is comprised of male teachers.

Distribution of Respondents According to SEX

Male
22%
Female
78%

Figure 2. Profile of respondents according to their SEX

Civil Status

When it comes to the civil status of the respondents, Figure 3 shows that

fifty eight percent or 26 of them are married, while thirty eight percent or 17 are

still single and there are four percent or 2 respondents who are widows.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 37

Distribution of respondents according to CIVIL

STATUS
Widow/widower
4%

Single
38%

Married
58%

Figure 3. Profile of respondents according to their Civil Status

Related Trainings Attended

The survey on the profile of the respondents also revealed that some of them

have attended trainings that are related to the delivery of inclusive education in the

Division of Ilocos Norte. However, as shown in Figure 4, majority of the

respondents have not, so far, attended any trainings at all as indicated by 35 or 73

percent of the respondents. Nevertheless, from among those who have attended

trainings related to inclusive education, there is one who has attended the

International Training Workshop on Special Education sometime in 2019. Four

percent or four respondents have attended national trainings on inclusive education,

mental health, and handling autism while twenty one percent or only seven

respondents have attended only up to division or local level of trainings.

This finding clearly shows the lack of professional development for the

teachers when it comes to handling inclusive education in their respective schools.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 38

dISTRIBUTION OF RESPONDENTS ACCORDING

TO RELATED TRAININGS ATTENDED
NATIONAL
INTERNATIONAL
4%
2%
LOCAL/DIVISION
21%

NONE
73%

NUMBER OF
RELATED TRAININGS ATTENDED PERCENTAGE
RESPONDENTS
Division Training on
Contextualization/Indigenization of the 1
Curriculum October 13-15 2018 2.22
Division Training on Inclusive
Education For School
2
Administrators/Supervisors,SPED And
Regular Teachers 4.44
Division Training Workshop on
Teaching the K to 12 Standards with
1
Technology for a Transformarive
Learning Encironment- April 5-6, 2019 2.22
GAD 1 2.22
In-Service Training Seminar October
2
2019 4.44
Making Learning Meaningful Through
1
Inclusive Education 2.22
Mental Health-Nov.30-
Dec.2,2018,Teaching Strategies- 1
Feb.4,2017 2.22
National Training of Trainers for
1
Inclusive Education/01-11-17-2018 2.22
National Training of Trainers for
Teachers Handling Autism/10-24-26- 1
2018 2.22
International Training Workshop on
1
Special Education/01-25-27/2019 2.22
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 39

SHDP 1 2.22
None 35 77.78

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of School Policies and Administrative Support

The level of inclusivity of the public elementary schools in the

Division of Ilocos Norte when it comes to school policies and administrative

support is presented in Table 2. The total mean of 4.22 clearly shows that the

different public elementary schools in Ilocos Norte have “very high” level of

inclusivity in terms of school policies and administrative support.

Evidently, most of the indicators along this area were rated very high by the

respondents with the third and sixth statements receiving the highest mean of 4.53.

This finding shows that the administrators as well as the teachers of public

elementary schools in Ilocos Norte value the importance of inclusive education.

One way of showing this is by encouraging all parents in the community to enroll

their children who are already of school age, and this kind of campaign is usually

conducted during early registration periods and Brigada Eskwela seasons.

The schools also emphasize inclusivity in the education they provide to the

learners as captured in the school’s mission and vision statements. This is in

support to the policy of the Department of Education as regards inclusive

education. As such, the respondents recorded a mean of 4.36 on their responses for

the statement “The school administration has a mission and/or statement and

policies about inclusive, learner friendly education, including a policy against

discrimination. With the existence of such policies, the public elementary schools
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 40

in Ilocos Norte are able to bring learners with special needs into the mainstream

without having discriminated by their fellow learners, teachers or anyone in the

learning community.

Handling a class with children having various learning needs and with some

having special needs is indeed a great challenge for teachers. However, a strong

support from the school administration can help the teacher achieve success in the

classroom. In order, therefore, to ensure inclusivity in the delivery of education, the

teachers have to be empowered as facilitators of the learning process. In line with

this, the statement which says, “ The school administration provide flexibility to

teachers to pursue innovative teaching methods for helping all children to learn”

was rated with a mean of 4.33 which indicates that the schools have very high level

of inclusivity in terms of administrative support to teachers so that they can provide

the specific learning needs of each individual learner.

The connection between the school and the outside community, including

its various networks in the field of education, plays a vital role in achieving

inclusivity in the schools. This is assessed as “very high” by the respondents as

shown in the mean of 4.31 for the statement, “The school administration has links

with the community, is responsive to the needs of the community, and provides

opportunities for exchanging ideas to bring about positive changes in inclusive

practices.”

Furthermore, it was found out that the public elementary schools have

existing records of all school-age children as shown in the mean of 4.22 for the

statement,“ The school administration has a master list of all school-age children in
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 41

the community, whether enrolled or not”, thus denoting a “very high” level of

inclusivity along this area considering that the school keeps track of all children

who should be studying.

On the other hand, indicators 4,5,7,8,11 and 12 were rated “High” by the

respondents with weighted means ranging from 3.87 to 4.18. Their responses to

these statements denote that the school administration is updated on policies and

practices that affect the delivery of inclusive education in their respective schools.

Results also show that the public elementary schools in the Division of Ilocos Norte

have determined possible barriers that could hamper inclusivity in the classroom

and that they have ready solutions to eradicate them. The support given by the

administration is also recognized by the respondents and this includes the

supervision and monitoring mechanism which the administration of each school

conducts in order to ensure that inclusive practices are indeed implemented in their

respective schools.

Table 2. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of school policies and administrative
support.

Inclusivity in Terms of School Policies and Mean Descriptive

Administrative Support Value
The school administration…
1. Has a mission and/or statement and policies 4.36 Very High
about inclusive, learning friendly education,
including a policy against discrimination.
2. Has a master list of all school-age children in 4.22 Very High
the community, whether enrolled or not.
3. Conducts regular campaign to encourage 4.53 Very High
parents to enroll their children, ones that
emphasize that ALL children should be
enrolled and are welcome.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 42

4. Has copies of documents or resources at 3.93 High

national or regional levels that address
inclusive education for children with diverse
abilities.
5. Knows which professional organizations, 4.09 High
advocacy groups and organizations offer
resources for inclusive education.
6. Show in specific ways that school 4.53 Very High
administration and teachers understand the
nature and importance of inclusive education.
7. Has prepared a list of barriers that prevent the 3.87 High
school from fully developing in inclusive
schools and prepared ways to overcome these
barriers.
8. Is aware of and is changing school policies 4.18 High
and practices – such as costs and daily
schedules – that prevent some girls and boys
from receiving quality education.
9. Provides flexibility to teachers to pursue 4.33 Very High
innovative teaching methods for helping all
children to learn.
10. Has links with the community, is responsive
to the needs of the community, and provides
4.31 Very High
opportunities for exchanging ideas to bring
about positive changes in inclusive practices.
11. Responds to the needs of the teaching staff. 4.11 High
12. Has effective support, supervision, and 4.18 High
monitoring mechanism in which everyone
participates in learning about and
documenting changes in inclusive practices,
as well as in making future decisions.
TOTAL MEAN 4.22 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of School Environment

Table 3 shows that the total mean of the eight indicators used to assess the

level of inclusivity of the schools in terms of the school environment is 4.23. This

indicates that there is a “very high” level of inclusivity among the schools along

this area.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 43

Looking at the result, it can be noticed that almost all indicators were rated

“very high” by the respondents. The second indicator received the highest mean of

4.58 and this point out to the efforts of the schools in establishing and maintaining a

“welcoming, healthy, and clean environment” (item 2). Consequently, a hospitable

and friendly environment stirs the openness of a school thus making the learning

environment more comfortable for all sorts of learners. The collaboration between

and among teachers, parents as well as with the learners also add up to the sense of

inclusivity of the school environment. Ensuring a very high level of inclusivity in

the learning environment also involves the school’s concern on the health of the

learners. Scrutinizing the result of the survey, it can be said that the schools take

good care of the health and welfare of their learners by making sure that potable

and safe drinking water is available and that the children are provided with healthy

and nutritious food in the school premises.

On the other hand, there are two indicators which were described only as

“high” along the inclusivity of schools in terms of learning environment. Indicator

number 1 has a mean of 3.84 described as “high” while indicator number 5 has a

mean of 3.67 which is also described as “high”. These findings only show that

some of the requirements for inclusivity in the school environment may have been

met but still there are some lacking aspects. For example, there are available

comfort rooms for male and female learners, but not all schools have provisions of

a ramp which is needed by pupils who have physical challenges in using the stairs.

Also, it is a fact that not all public elementary schools in the division have a

guidance counselor, but there are teachers who are also designated as guidance
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 44

counselors who help pupils with special needs. In the absence of a counselor, the

class advisers also do the counseling in their respective advisory classes.

Nonetheless, it can be deduced from the data shown in Table 2 that the

public elementary schools in the division of Ilocos Norte are generally maintaining

school environments which are conducive for inclusive learning practices.

Table 3. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of school environment.

Inclusivity in Terms of School Environment Mean Descriptive

The school… Value
1. Has facilities that meet the needs of all pupils, such 3.84 High
as separate toilets for girls and ramps (not only
stairs) for physically challenged pupils.
2. Has a welcoming, healthy, and clean environment. 4.58 Very High
3. Has a steady supply of clean, safe drinking water 4.56 Very High
and serves or sells healthy, nutritious food.
4. Has (or has a plan to develop) a diverse school staff 4.24 Very High
(women and men with different backgrounds in
race, ethnicity, physical ability, religion, language,
socio-economic status, etc).
5. Has staff, such as counselors and bilingual teachers, 3.67 High
who can identify and help with the pupils’ special
learning needs.
6. Has processes and procedures in place that help all 4.22 Very High
teachers and teaching staff, parents and children to
work together to identify and assist with pupils’
special learning needs.
7. Focuses on teamwork among teachers and pupils. 4.44 Very High
8. Has links with existing health authorities who 4.31 Very High
provide periodic health examination for children.
TOTAL MEAN 4.23 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Teacher Skills, Knowledge and Attitudes
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 45

Table 4 displays the data as regards the level of inclusivity of public

elementary schools in Ilocos Norte in terms of teacher skills, knowledge and

attitudes. It can be gleaned from the table that twelve out of fourteen statements

were described as “very high” as assessed by the respondents. The total mean of

4.41 suggests that the schools which cater learners with specials needs posit high

level of inclusivity when it comes to the skills, knowledge, and abilities of the

teachers when it comes to delivering inclusive education to all their learners.

Having the highest mean of 4.67, the indicator “The teachers are able to

work as a team” has been described as “very high”. This shows that the teaching

staff in the public elementary schools value teamwork as an important element in

implementing inclusive education in Ilocos Norte, thus they strive to work

harmoniously and cooperatively with each other to achieve common goals. All

teachers who are in inclusive classrooms need to be committed to the idea of

inclusion and be willing to work together to make it successful. The faculty needs

to work as a team to make sure that the needs of every learner is being met and that

all learners are being supported in reaching their maximum potential, as stated by

Voltz, Brazil, and Ford (2001). By working together, teachers are more likely to

create more diverse, engaging lessons for pupils who have a wide range of 'abilities,

interests, and intelligences, according to Villa and Thousand (2003). They will also

be able to discuss their different instructional and assessment techniques.

The mean of 4.60 for indicator number 2 which is described as “very high”

clearly identifies the belief of the teachers that all children can learn the basic

curriculum offered in the school if given equal opportunity to do so. This is further
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 46

supported by their response to item number 6 with a mean of 4.47 indicating therein

that the schools have “very high” level of inclusivity as manifested by the teachers’

“high expectations for all children and that they constantly encourage them to

complete their schooling. When it comes to the support given to teachers such as

regular medical examinations, the data shows a mean of 4.56 for the indicator

number 5. This is seen as a way to boost the attitude and morale of the teachers so

that they can better serve their pupils.

Furthermore, the contextualization of lesson content and the teachers’

ability to suit the teaching strategies with the needs of the pupils make it certain that

all learners are altogether benefitted by the basic education curriculum. This is

evident in the response of the respondents to the item which states “The teachers

use content, language, and strategies in their teaching that help all children to learn”

recording a mean of 4.53 or very high. As such, the teachers have a “very high”

level of inclusivity when it comes to their skills and abilities in “adapting

curriculum, lessons, and school activities to the needs of children with diverse

backgrounds and abilities” with a mean of 4.42. The teachers’ skills in assessing

learning outcomes had also been found to show “very high” level of inclusivity as

reflected in the indicator number 12, “The teachers can assess children’s learning in

ways that are appropriate to the children’s abilities and needs.

The findings in Table 4 also reveal that the teachers are knowledgeable

about inclusive education as shown in their response to the indicator which states

that “The teachers can explain the meaning of “inclusive” and “learning-friendly”

education and can give examples of inclusive practices” which received a mean of
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 47

4.32 or “very high”. It is pointed out by this result that inclusive education is not a

new term for the teachers in the different public elementary schools in the Division

of Ilocos Norte.

Moreover, the indicator “The teachers are reflective and open to learning

adapting, experimenting, and changing” received a mean of 4.47 which only shows

that these teachers also try to explore various inclusive practices in their

classrooms. Aside from that, the results also show that the teachers are aware about

available learning resources that can be used by learners with special needs.

Meanwhile, there are two indicators that were described as “high” along this

area. These are “The teachers know about diseases that cause physical, emotional

and learning disabilities; and can help unhealthy pupils to get proper care” and “

The teachers can identify culture and gender bias in teaching materials, the school

environment, and their own teaching and can correct this bias”, both having the

same mean of 4.18. The findings denote that although the teachers may have the

ability to determine any biases that exist in the learning resources and even in the

learning environment, they still are still trying their best to correct this biases,

although it may not be that easy because some of these preconceived biases in the

society, such as stereotyping, really require more time and effort to correct.

Table 4. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of teacher skills, knowledge and
attitudes.
Inclusivity in terms of teacher’s skills, knowledge and Mean Descriptive
attitudes Value
The teachers…
1. Can explain the meaning of “inclusive” and “learning- 4.31 Very High
friendly” education and can give examples of inclusive
practices.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 48

2. Believe that all children – girls, poor or wealthy

children, language and ethnic, minority children, as 4.60 Very High
well as disabled children can learn.
3. Are involved in finding school age children who are 4.33 Very High
not in school to see that they got an education.
4. Know about diseases that cause physical, emotional 4.18 High
and learning disabilities; and can help unhealthy pupils
to get proper care.
5. Receive annual medical examinations, along with other 4.56 Very High
school staff.
6. Have high expectations for ALL children and
4.47 Very High
encourage them to complete school.
7. Are aware of resources that are available to assist 4.24 Very High
children with special learning needs.
8. Can identify culture and gender bias in teaching 4.18 High
materials, the school environment, and their own
teaching and can correct this bias.
9. Help pupils learn to identify and correct gender and 4.29 Very High
culture bias in learning materials.
10. Adapt curriculum, lessons, and school activities to the 4.42 Very High
needs of children with diverse backgrounds and
abilities.
11. Use content, language, and strategies in their teaching 4.53 Very High
that help all pupils to learn.
12. Can assess children’s learning in ways that are 4.44 Very High
appropriate to the children’s abilities and needs.
13. Are reflective and open to learning adapting, 4.47 Very High
experimenting, and changing.
14. Are able to work as a team. 4.67 Very High
TOTAL MEAN 4.41 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Teacher Development

In table 5, one can see that only the indicator which says, “The teachers

receive on-going support from school administrators through regular observation

and a written supervisory plan” received a mean of 4.27 which is described as “very
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 49

high”. All other indicators in terms of the respondents’ assessment on the level of

inclusivity along teacher development were rated “high”. The presented findings

presents a picture of what needs to be improved in order to ensure effective

implementation of inclusive education in the different public elementary schools in

the division of Ilocos Norte – that is provision of teachers’ development

opportunities for delivering inclusive education practices. As shown in the survey

of the respondents’ profile, there are only a few teachers who have attended

trainings related to inclusive education.

On the other hand, the total mean of 4.05 shows that the different public

elementary schools in Ilocos Norte have “High” level of inclusivity in terms of

teacher development. This is so because the school administrators try to augment

the lack of training on inclusive education with other ways that would make the

teachers feel that they are being helped and are given support in implementing

inclusivity in their schools.

Table 5. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of teacher development.

Inclusivity in Terms of Teacher Development Mean Descriptive

The teachers… Value
1. Attend workshop or classes on developing an 3.96 High
inclusive classroom and school, receiving
advanced professional training on a regular basis.

2. Give presentations to other teachers, parents, and 4.09 High

community members on developing an inclusive
classroom.
3. Receive ongoing support for improving their 4.16 High
understanding of subject matter content (such as
English, Mathematics, etc.).
4. Receive ongoing support from school 4.27 Very High
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 50

administrators through regular observation and a

written supervisory plan.
5. Have a work area or lounge where they can 3.93 High
prepare lesson materials and share ideas.
6. Can visit “model” inclusive schools. 3.89 High
TOTAL MEAN 4.05 High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Learners

Inclusivity is important because it promotes the education of all pupils

equally, no matter their race, sex, religion, or any other factor.

Table 6 presents the assessment of the respondents on the level of

inclusivity of the different public elementary schools in Ilocos Norte in terms of

pupils. The total mean for the seven indicators along this area is 4.33 and this has

been described as “Very High”. This only shows that there is a very high level of

inclusive education and that it is evident that all pupils, regardless of any challenges

they may have, are placed in age-appropriate general education classes that are in

their own neighborhood schools to receive quality education, interventions, and

supports that enable them to meet success in the core curriculum. Successful

inclusive education happens primarily through accepting, understanding, and

attending to learners’ differences and diversity, which can include physical,

cognitive, academic, social, and emotional aspects. The driving principle is to make

all learners feel welcomed, appropriately challenged, and supported in their

efforts. This is clearly shown by the assessment of the respondents on the indicator

“Children with diverse backgrounds and abilities have equal opportunities to learn

and to express themselves in the classroom and at a school” which received a mean

of 4.56 and a descriptive value of “very high”. In addition to this, the respondents
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 51

indicated a “very high” assessment on the item “All school age children in the

community attend school regularly” with a mean of 4.31, and with the statement

“All children have equal opportunities to participate in all school activities.”

The involvement of the learners in policy crafting on inclusivity is also

important in achieving inclusivity. In line with this, there is a “very high” level of

inclusivity as shown in the respondents’ responses to the item “All learners help to

develop guidelines in the classroom and in the school regarding inclusion, non-

discrimination, violence and abuse. This means that there is active participation and

exposure of the learners in determining what needs to be done in order to make

inclusivity work for them. The only limitation to this is that only those belonging in

the higher grade levels and the officers of the Supreme Student Government are

more involved to this kind of participation.

Meanwhile, there are two items that received the same descriptive value of

“high”. These are “All children are followed up if their attendance is irregular”, and

“All pupils have textbooks and learning materials match their learning needs” with

weighted means of 4.13 and 3.93 respectively. The data reveal the reality in the

public schools wherein there is difficulty in regularly following up on the reasons

why pupils commit absences. However, as per interview with some of the

respondents, most of them try their best to reach out to the parents whenever they

notice irregularities in the class attendance of certain pupils. On the contrary, the

voluminous works of public school teachers also hinder some teachers to regularly

do the same. Furthermore, it is a common and factual observation that there is a

lack of learning resources and materials in the public schools and this is the
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 52

underlying reason why it is difficult to provide all learners with textbooks and other

learning resources, thus affecting the inclusivity in the schools.

Table 6. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of pupils.

Inclusivity in Terms of Pupils/Pupils Mean Descriptive

Value
1. ALL school-age children in the community attend 4.31 Very high
school regularly.
2. ALL pupils have textbooks and learning materials 3.93 High
match their learning needs.
3. ALL pupils receive regular assessment information 4.49 Very High
to help them monitor their progress.
4. Children with diverse backgrounds and abilities 4.56 Very High
have equal opportunities to learn and to express
themselves in the classroom and at school.
5. ALL children are followed up if their attendance is 4.13 High
irregular.
6. ALL children have equal opportunities to 4.51 Very High
participate in all school activities.
7. ALL pupils help to develop guidelines in the 4.36 Very High
classroom and in the school regarding inclusion,
non-discrimination, violence and abuse.
TOTAL MEAN 4.33 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Academic Content and Assessment
Children learn in a different ways because of hereditary factors, experiences

environment or their personalities. Consequently, teachers need to use a variety of

teaching methods and activities to meet the different leaning needs of our children,

hence it is important to make the academic content and assessment method fit with

the needs of the pupils. In connection to this, the assessment of the respondents on

the level of inclusivity of the public elementary schools in Ilocos norte in terms of

academic content and assessment is shown in Table 7.

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 53

Notice that all indicators along this area were given the descriptive value

“very high” with means ranging from 4. 22 up to 4.47 resulting to a total weighted

mean of 4.36 which describes the level of inclusivity along academic content and

assessment as “very high” among the public elementary schools surveyed in this

study. The very high level of inclusivity among these schools is mainly because of

the implementation of the K to 12 Basic Education curriculum in the country. As

stipulated in DepEd Order No. 21, series of 2019, inclusion is the key standard and

principle of the K to 12 curriculum and its actualization is supported by other

standards and principles that further describe the features of an inclusive curriculum

which include being learner-centred, developmentally appropriate, culture-

sensitive, relevant, gender-responsive, and contextualized. Thus, it is further

highlighted in the guideline that Inclusive Education is at the core of the K to 12

curriculum and is embedded in the curriculum framework itself. This is

demonstrated by the Mother Tongue-based Multilingual Education (MTB-MLE)

policy for Kindergarten up to Grade 3 which allows the teachers to contextualized

the academic contents.

As regards assessment, the indicator which states, “Teachers have various

assessment tools to measure pupils’ knowledge, skills and attitudes, rather than

only depending upon examination scores” gained a mean of 4.47 which was

described as “very high”. As stipulated in DO 21, s. 2019, the teachers are required

to use inclusive assessment. Inclusive assessment provides learners with varied

opportunities to test their mastery of competencies and enables them to participate

in several types of activities that enhance their understanding of concepts and

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 54

ideas. Hence, classroom assessment takes into account the needs of all learners

through the use of varied assessment strategies, methods and tools/equipment such

as oral and written tests, multiple questions, group presentations, self and peer

assessment, role play, creation of audio-visual materials, performance, diaries and

portfolio.

Table 7. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of academic content and assessment.

Inclusivity in Terms of Academic Content and Excellence Mean Descriptive

Value
1. The curriculum allows for different teaching 4.40 Very High
methods and learning styles, such as discussion or
role-play.
2. The content of the curriculum relates to the 4.31 Very High
everyday experiences of ALL children in the
school whatever their background or ability.
3. The curriculum integrates literacy, numeracy and Very High
4.42
life skills into all subject areas.
4. Teachers use locally available resources to help 4.42 Very High
children learn.
5. Curriculum materials include pictures, examples 4.36 Very High
and information about many different kinds of
people, including girls and women, ethnic
minorities, people of different castes and
social/economic backgrounds, as well as people
with disabilities.
6. The curriculum is adapted for adapted the different 4.33 Very High
learning rates and styles, particularly for children
with learning disabilities.
7. Children with learning difficulties have 4.40 Very High
opportunities to review lessons and improve upon
them, or to have additional tutoring.
8. Curriculum and learning materials are in the 4.22 Very High
languages children use in and out of school.
9. The curriculum promotes attitudes such as respect, 4.47 Very High
tolerance and knowledge about one’s own and
others’ cultural backgrounds.
10. Teachers have various assessment tools to measure 4.47 Very High
pupils’ knowledge, skills and attitudes, rather than
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 55

only depending upon examination scores.

TOTAL MEAN 4.38 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Special subject Areas/Extra-curricular Activities

The result in Table 8 shows that the public elementary schools in Ilocos

Norte have a “very high” level of inclusivity when it comes to involving pupils in

special subject areas or extra-curricular activities based on the total mean of 4.28

for the eight indicators along this area.

It is important to note that SPED or children with special needs should be

put in the mainstream in order to make inclusivity work in the system. This

includes recognizing also their abilities or talents which they can manifest or

showcase in special subject areas such as music, art subjects, dance lessons, and

even in extra curricular activities. Many kids with special needs also have

impressive talents, regardless of learning disabilities, social issues, or speech delays

they may be dealing with. But that doesn't mean they can't run like the wind, draw

like Picasso, or be a successful Girl or Boy Scout. This is captured in items 5 and 7

which received the highest mean of 4.58 indicating that, indeed, the public

elementary schools recognize the talents or abilities of all learners.

Still in Table 8, it can be noticed that among the eight statements, there are

three that were rated “high” only by the respondents as compared to the indicators

which were described as “very high”. These are items 1, 2 and 4 which recorded

means of 4.13, 4.07, and 3.91, respectively. The findings suggest that although the
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 56

teachers try their best to bring the pupils in the mainstream, there are still rooms for

improvement. For instance, there are children with special needs who, even when

put in a regular class, still need extra care and support from the teachers. Take for

example the case of a deaf pupil in one of the elementary schools in the division.

His teachers are very much willing to put him in the mainstream, however, the

school lacks necessary materials or equipment to help him participate in a regular

class, in special classes, or even in extra curricular activities. This is one situation

when inclusivity poses a challenge to the teachers.

Table 8.Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of special subject areas/extra-curricular
activities.

Inclusivity in Terms of Special Subject Areas/Extra- Mean Descriptive

Curricular Activities Value
1. Special subject areas allow children to be 4.13 High
mainstreamed in the regular class based on the
level of learning.
2. The content of the special subject areas correlate 4.07 High
with the needs of the children based on their
learning levels and is delivered with appropriate
instructional materials whatever their
background or ability would be.
3. The special subject areas are parallel with the 4.24 Very High
curriculum of inclusive education and integrate
literacy, numeracy and life skills.
4. SPED-CSN teachers accompany children in High
mainstreaming them in regular classes in order 3.91
to facilitate learning, skills and attitudes.
5. ALL pupils are encouraged to participate in any 4.58 Very High
activities or contests conducted in the school so
as to improve their social awareness.
6. Children with learning difficulties are 4.36 Very High
encouraged to join in athletic meets and special
events so as to qualify them in any level of
competition.
7. Extra-curricular activities promote physical, 4.58 Very High
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 57

mental, and social awareness among SPED/CSN

learners.
8. Special children have equal opportunities to 4.40 Very High
participate in any activity conducted in school or
community particularly among children with
special needs.
TOTAL MEAN 4.28 Very High

Level of Inclusivity of the Different Public Elementary Schools in Ilocos Norte

in Terms of Community Involvement

As shown in Table 9, the public elementary schools in Ilocos Norte that

cater SPED and CSN were found to have “very high” level of inclusivity when it

comes to community involvement as shown in the total mean of 4.27. School–

community partnerships play an essential role in successful schools, often

providing supports and resources to meet staff, family, and student needs that go

beyond what is typically available through school. Reciprocally, community

partners benefit from their relationships with schools, including learning about

schools’ inclusive culture.

Involving parents and the community is an important principle of achieving

quality education, both in and out of the classroom. It is even more relevant in the

case of inclusive education, and this is reflected in the indicators “Parents receive

information from the school about their children’s attendance and achievement “

with a mean of 4.56 and the indicator “Parents and community groups know about

inclusivity and are able to help the school become an inclusive school” with a mean

of 4.22, both having been described as “very high”. The two indicators clearly

suggest that the schools have strong partnerships with the parents as well as with
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 58

the other community stakeholders as they are their counterparts in providing

inclusive education to all the children within the community. The constant and open

communication which the schools maintain among its stakeholders allows them to

be able to seek for assistance in order to effect better implementation of inclusive

education. For instance, the community people, like the Barangay Council of every

barangay usually helps the school administration and teachers in making sure that

all children in their respective localities are enrolled so that there would be ‘no

child left behind’ when it comes to the education of the young people in the

community.

Table 9. Assessment on the level of inclusivity of the different public elementary

schools in Ilocos Norte in terms of community involvement.

Inclusivity in Terms of Community Mean Descriptive

Value
1. Parents and community groups know about 4.22 Very High
inclusive and are able to help the school become an
inclusive school.
2. The community helps the school reach out to ALL 4.18 High
children who have been excluded from school.
3. Parents and community groups offer ideas and 4.13 High
resources about the implementation of inclusive
education.
4. Parents receive information from the school about 4.56 Very High
their children’s attendance and achievement.
TOTAL MEAN 4.27 Very High

Summary on the Assessment of the Level of Inclusivity of the Different Public

Elementary Schools in Ilocos Norte

The next table presents the summary of assessment on the level of

inclusivity of the public elementary schools in the division of Ilocos Norte. The

result shows that the elementary schools in Ilocos Norte that cater students with
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 59

special needs have a “very high” level of inclusivity as suggested by the overall

mean of 4.27. Generally, based on the assessment of the teacher-respondents, the

schools are inclusive along almost all areas, except for the area on teacher

development wherein the total mean of 4.05 indicated that the schools are found to

be of “high” level along this factor. Going back to the profile of the respondents,

they seem to be in need of more trainings or more professional development

opportunities for them to learn more about effective practices in implementing

inclusive education.

Table 10. Summary on the assessment of the level of inclusivity of the different
public elementary schools in Ilocos Norte.

TOTAL DESCRIPTIVE
Areas of Inclusivity MEAN VALUE
1.School policies and administrative support 4.22 Very High
2.School environment 4.23 Very High
3.Teacher skills, knowledge and attitudes 4.41 Very High
4.Teacher development 4.05 High
5. Pupils 4.33 Very High
6.Academic content and assessment 4.38 Very High
7.Special subject areas/extra-curricular
activities 4.28 Very High
8. Community 4.27 Very High
OVER ALL MEAN 4.27 Very High

Challenges Met by the Teachers in Implementing Inclusive Education in the

Different Public Elementary Schools within the Division of Ilocos Norte
Considering the Cases of Children with Special Needs Enrolled
in their Respective Schools

This study also determined the challenges which the teachers meet as they

implement inclusive education in their respective school assignments. Table 11

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 60

presents these challenges ranked according to the frequency of respondents who

have encountered the problems.

The most pressing challenge met by the teachers as indicated by 41

respondents is the “lack of training in inclusive education.” The studies of studies

Campbell, Gilmore, and Cuskelly (2003), Carroll, Forlin, and Jobling (2003) and

Forlin (2003) which ventured on examining the effect of completing a subject in

special or inclusive education in general have found that such training on inclusive

education leads to a positive effect on teachers’ attitudes towards people with

disabilities or special needs. In order to prepare educators for inclusive classrooms

they need to feel comfortable interacting with persons with disabilities and embrace

the philosophy of inclusion. This problem is further magnified by the third problem

which is the “insufficient pedagogical knowledge on how to teach children with

various special needs” which 34 respondents who have indicated such as a

challenged for them. Therefore, the findings of the current study suggests that the

teachers wanted the knowledge to make them more successful in serving learners

with special needs in order to answer the call for inclusive education. Having

sufficient knowledge of inclusive education enables teachers and school

administrators to become more flexible and productive (Naicker, 2006; Muega,

2019). One of the most neglected components of IE, however, is the laying of its

conceptual foundations to ensure that general education teachers, administrators,

and parents fully understand and appreciate the ground upon which IE is built.

Many researchers—including S. Vaughn, J.S. Schumm, J.S. Jallad, B. Slusher, and

L. Samuell (1996) and M.M. Ali, R. Mustapha, and M.Z. Jelas (2006)—have
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 61

established that when inclusive teaching SSD 12:1 2016 10 is not standing on solid

knowledge about IE, many teachers are wont to think that inclusion policies are

oppressive since they have to operate in a landscape unfamiliar to them (as cited in

Khan, 2011). Needless to say, having the right amount of relevant knowledge and

skills to get CSN where they ought to be is a necessary condition for the

practitioners of IE to succeed in the tricky terrain of inclusion (Adjodhia-Andrews,

2007).

“Inadequate facilities in the school for children with special needs” ranked

second in the list of challenges met by teachers in implementing inclusive education

in their respective schools. An effective school facility is responsive to the

changing programs of educational delivery, and at a minimum should provide a

physical environment that is comfortable, safe, secure, accessible, well illuminated,

well ventilated, and aesthetically pleasing, and is responsive to learners with special

needs in order to ensure that inclusivity is in place. The school facility is much

more than a passive container of the educational process: it is, rather, an integral

component of the conditions of learning. The lack of necessary facilities for the

delivery of inclusive education in public schools signifies that students are not

receiving their rights of having a sufficiently available and well-maintained school

facilities. Indications of having these inadequate facilities are lack of ramps for

children on wheelchairs and non-availability of comfort rooms with railings or

support for children with special needs among others. Muega (2019) wrote in his

study that in the Philippines, both in the cities and remote or rural areas, many

public schools remain ill-equipped. This could be one of the reasons why many
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 62

general education teachers in the Philippines doubt their capacity to teach in an

inclusive school. Furthermore, a research by Muega and Echavia (2011), found out

that 87 in-service teachers said they are willing to handle and work with

professionals for the inclusion of CSN in general education classrooms, but their

overall response indicates they are not prepared to take on the challenge of handling

students with disorders or disabilities. This problem is further aggravated by the

difficulty of meeting other vital requirements of sound IE. At this point, teachers in

the Philippines, whether trained or otherwise, will have to accept that they will be

spread too thinly in an inclusionary setting because the presence of students with

special needs in an oversized group of students, if taken seriously, requires the

preparation of more than one lesson plan. While inclusion policy has been already

adopted in the Philippines, many schoolteachers have yet to fully appreciate the

value of IE (Muega & Echavia, 2011).

There is also a “lack of learning materials for inclusive education” as

identified by thirty (30) respondents, thus landing as the fourth in the rank of

challenges met by the elementary teachers. This is similar to the findings of

Barnido (2018) who emphasized that the dearth of instructional materials for

inclusive education is one of the challenges faced by public school teachers in the

Philippines. For example, there are no available materials for learners who have

problems in their vision or material for learners who have auditory impairment.

The teacher respondents were also concerned about their difficulty in

dealing with different children with various disabilities, behaviors and attitudes.

This is expected considering that they lack formal education or training to handle
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 63

such needs. The lack of budget intended for the implementation of inclusive

education is also another challenged posed to teachers. The MOOE of schools do

not cover any cost for delivering inclusive education to children with special needs.

Twenty-three teacher-respondents indicated that they are challenged by the

lack of support from parents and other stakeholders when it comes to the

implementation of inclusive education. On the other hand, twenty-two of the

respondents identified the lack of administrative support to children with special

needs as a problem in the effective implementation of inclusive education.

Meanwhile, the last in the rank of challenges in the lack of motivation,

incentive and/or rewards for doing their best to implement inclusive education

practices. As the data would show, only 15 of the respondents see this as a

challenge. This means that the rest of the teachers are somehow motivated to

perform their duties and functions to deliver inclusive education despite inadequacy

of motivation or rewards given them. This implies that teacher allow inclusive

education to be implemented as part of their duty as professional teachers.

Table 11. Assessment on the challenges met by the teachers in implementing

inclusive education.

Number of
Indicators for challenges Rank
Respondents
1. Lack of training on inclusive education. 41 1
2. Inadequate facilities in the school for children with
40 2
special needs.
4. Insufficient pedagogical knowledge on how to
34 3
teach children in varied special needs.
9. Lack of learning materials for inclusive education. 30 4
12. Difficulty in dealing with multiple disabilities of
29 5.5
learners.
13. Lack of budget intended for the implementation of
29 5.5
inclusive education.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 64

7. Difficulty in dealing with the behavioral

26 7
issues/problems of learners.
14. Lack of knowledge on theories, principles, and
strategies in teaching special education/ inclusive 24 8
education during college.
8. Lack of support from parents and other
23 9
stakeholders as regards inclusive education.
3. Lack of administrative support to children with
22 10
special needs.
11. Lack of experience in inclusion during pre-service
21 11
teaching (practice teaching).
5. Difficulty in maintaining classroom discipline due
20 12.5
to inclusivity of learners.
10. Difficulty of including/involving all pupils in
20 12.5
different learning activities.
6. Difficulty in preparing lessons considering the
19 14
inclusion of learners with special needs.
15. Lack of motivation, incentive and/or rewards for
doing my best to implement inclusive education 15 15
practices.

Difference on Level of Inclusivity of the Different Public Elementary Schools

in Ilocos Norte When Grouped According to Their Profile

Table 12 presents the difference on the assessment of the respondents on the

level of inclusivity of the public elementary schools in Ilocos Norte when the

respondents are grouped according to their profile.

It can be gleaned on the table that the assessment of the respondents on the

level of inclusivity of the schools differ when they are grouped according to their

extent of attendance to trainings relevant to inclusive education. This is statistically

shown by the f-value of 6.333 which is found significant at .001 level of

significance. As manifested by the data, the teachers’ exposure to trainings affect

how they view and assess the implementation of inclusive education in their
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 65

respective schools. This suggests that when there is a more frequent attendance of a

teachers in more trainings about inclusive education, the higher would be his or her

assessment on the level of inclusivity of the schools because they believe that their

attendance to such trainings would improve their abilities to implement inclusive

education practices for their learners with special needs.

The other profile variables were found not to be significant. This denotes

that the teachers’ assessment on the level of inclusivity of the schools do not vary

regardless of their age, civil status, and sex.

With this result, the hypothesis stated as ‘there is no significant difference in

the challenges met by the teachers when grouped according to their profile

variables’ is rejected.

Table 12. Difference on the assessment on the level of inclusivity of the different
public elementary schools in Ilocos Norte when grouped according to
their profile of the respondents.

F- F-
MEAN value P-value critical REMARKS
AGE
22-28 4.40
29-35 4.30
36-42 4.54 1.5536
0.195989 2.455831 NS
43-49 3.97 37
50-56 4.28
57-63 4.42
CIVIL STATUS
Single 4.36
1.1243
Married 4.28 0.334439 3.219942 NS
68
Widow/Widower 3.87
TRAININGS ATTENDED
Mental Health 4.00 6.3333 0.000001 2.349027 SIGNIFIC
GAD 4.38 33 ANT
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 66

Division Training on
Contextualization/In
digenization of the
Curriculum 4.33
In-Service Training
Seminar 4.58
Making Learning
Meaningful Through
Inclusive Education 4.64
National Training of
Trainers for
Inclusive Education 4.35
National Training of
Trainers for
Teachers Handling
Autism 4.35
International
Training Workshop
on Special Education 4.35
Division Training
Workshop on
Teaching the K to 12
Standards with
4.48
Technology for a
Transformative
Learning
Environment
Division Training on
Inclusive Education
for School
3.99
Administrators/Supe
rvisors, SPED and
Regular Teachers
SHDP 3.89
None 4.25
SEX
t-value p-value t-critical REMARKS
Female 4.28 -
0.1475
7 0.883371 2.016692 NS
Male 4.31

Difference in the Assessment of the Teacher-Respondents on the Level of

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 67

Inclusivity of the Different Public Elementary Schools In Ilocos Norte

when They are Grouped According to School Assignments

The statistical result in Table 13 clearly suggests that there is a significant

difference in the assessment of the respondents in the level of inclusivity of the

public elementary schools in Ilocos Norte when they are grouped according to

their school assignments. This is evident in the f-value of 2.24563 with P-value of

0.04785 and F-critical value of 2.20587. As reflected in the table, the teachers in

San Isidro Elementary School recorded the highest mean for their assessment on

their school’s level of inclusivity, while teacher in Naglicuan Elementary School

have the lowest mean in their evaluation. The data could denote that the teachers’

assessment on the level of inclusivity depends on their degree of participation in

the inclusive education practices. Although all the participating schools cater to

children with special needs (CSN), they do not have the same number of CSNs,

more so they do not have their same kind of CSNs. Hence, this explains such

difference on the teachers’ assessment in the level of inclusivity of the schools.

Since finding is significant, the hypothesis which states that there is no

significant difference in the assessment of the teacher-respondents on the level of

inclusivity of the different public elementary schools in Ilocos Norte when

grouped according to their school assignments is rejected.

Table 13. Difference on the respondents’ assessment on the level of inclusivity of

the public elementary schools in Ilocos Norte when they are grouped
according to school assignment.

MEA F-
Schools N F- value P-value critical REMARKS
Abaca ES 4.14 2.24563 0.04785 2.2058 SIGNIFICAN
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 68

Ablan Community 7 T
School 4.70
Adams CES 4.61
Alao-ao ES 4.13
Bacsil Elementary
School 4.54
Banban
Elementary
School 3.87
Burayoc
Elementary
School 4.55
caribquib es 3.38
Carusikis ES 4.46
Caunayan
Elementary
School 3.48
Dadaeman
elementary school 4.38
Dumalneg
Elementary
School 4.76
Gamaban
Elementary
School 4.58
Lanao Elementary
School 4.51
Margaay PS 3.58
Masikil ES 4.23
Nagbalagan
Elementary
School 4.19
Naglicuan
Elementary
School 3.23
Paddagan ES 4.93
Pancian
Elementary
School 4.31
Pasaleng
Elementary
School 4.58
Piddig Central 4.30
Elementary
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 69

School
Sabas Sagisi MES 4.78
San Isidro
Elementary
School 4.96
Saud Elementary
School 4.06
Special Education
Center 4.35
Sta. Cruz ES 4.09
Subec Elementary
School 4.01
Suyo Elementary
School 4.23

Policy Recommendation to Address the Challenges Met by Teachers in

Implementing the Inclusive Education in the Public Elementary Schools in the
Division of Ilocos Norte

Education for children with disabilities is not only a fundamental human

right, but essential for poverty alleviation and human development. Denying

children with disabilities access to a quality education greatly constrains their

opportunities to gain independence and skills. The caring responsibilities associated

with disability can also prevent siblings and other family members from engaging

in work or attending school. Yet, with access to education, children with disabilities

have the chance to become active and engaged citizens who can shape their own

futures and claim their rights in employment, politics and other spheres.

It is believed that the people, particularly the teachers, involved in inclusive

education in the public elementary schools in the Division of Ilocos Norte want all

their learners to develop their full potentials in their schools, communities, and

homes. Despite these best intentions though, there are ongoing barriers or

challenges to inclusion in the elementary schools as identified by the respondents in

 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 70

this study. In this paper, the researcher will point to possible ways to address the

challenges met by teachers in order to have effective inclusive education

Policy Recommendation No.1

Issues  Lack of training on inclusive education
 Insufficient pedagogical knowledge on how to
teach children in varied special needs.
 Lack of knowledge on theories, principles, and
strategies in teaching special education/inclusive
education during college.
 Lack of experience in inclusion during pre-
service teaching.

Rationale Although inclusive education is evident among

schools that cater to children with special needs (CSN), the
most pressing concern of the teachers who are the direct
implementers of inclusive education practices is the very
limited opportunity for them to be trained on the proper,
effective and efficient ways of dealing with CSN.

These trainings will play essential functions in

supporting this inclusive education program since the
teachers’ readiness and willingness to meet the needs of
the CSN should be in line with the appropriate pedagogies
and abilities in dealing with children that have various
disabilities.

The real scenario in the schools is that the General

Education teachers who have no theoretical and conceptual
know-how on special education are the ones who are
catering to the needs of CSN who are already in the
mainstream since this is the essence of inclusive education.
Nevertheless, these teachers are very much willing to
implement inclusive education. However, they need the
necessary trainings in order to ensure that teachers have
the skills needed to teach all learners in their inclusive
classrooms, especially those teachers who may have
attended teacher preparation years ago or missed out on
training about dealing with children having special needs.
Recommendations 1. Retooling Program for Inclusive Teachers

The Division of Ilocos Norte must design a

retooling program for identified teachers from the
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 71

different schools. These pool of teachers shall serve

as the inclusive education focal persons and shall
be the trainers of the other teachers in their
respective school assignments.

According to Dizon (2011), workshop-

seminars conducted over a weekend, a week, or
even a month are insufficient and will not enable
inclusive school teachers or school administrators
to meet the standards of high-level Inclusive
Education. Hence, it is recommended that the
retooling program should run as a short-course for
the participants. In order to make it effective,
DepEd Ilocos Norte must partner with a higher
learning delivery institution that specializes on
inclusive or special education.

2. Enhancement of the BEED - General Education

Program in Teacher Education Institutions
Since almost all teachers who serve as
inclusive education implementers have finished
their Teacher Education degrees focusing on
general education, the Teacher Education
Institutions and CHED are encouraged to enhance
the curriculum for Bachelor of Elementary

Education by adding more subjects on inclusive

education or special education. This way, the pre-
service teachers will already have enough
pedagogical knowledge on inclusive education
before they will be exposed to actual inclusive
education scenarios.
Policy Recommendation No.2
Issues  Inadequate facilities in the school for children
with special needs
Rationale Every school, not just those for learners with
special education needs, should be designed with learners
of varying abilities in mind. There is a need to find ways to
make all schools inclusive so children with special needs
are not disadvantaged by facilities or services. Poorly
adapted infrastructures is a significant obstacle. This is
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 72

particularly true in some areas where increased levels of

poverty, poor services, and recurrent infrastructure failings
exacerbate these existing problems for children with
disabilities.
Recommendations  Ensure the Compliance of Schools to RA 7277 –
“An Act Providing For The Rehabilitation, Self-
Development And Self-Reliance Of Disabled
Person And Their Integration Into The
Mainstream Of Society And For Other
Purposes”

There should be a policy from DepEd requiring the

strict compliance of all schools to RA 7722 or the Magna
Carta for Disabled Persons wherein all buildings, facilities
and utilities in the schools are compliant to the
requirements set by the law. This is to make sure that all
schools are ready to cater the needs of children with
special needs.

Policy Recommendation No.3

Issues  Lack of learning materials for inclusive
education
Rationale Instructional materials that suit the needs of
learners with disabilities are essential for inclusive
education. The primary purpose of teaching and learning
process is to bring a significant change in behavior through
active participation and critical thinking of the learner.
This cannot take place without the availability of
instructional materials (Afework and Asfaw, 2014).
Recommendations  Creation of Instructional Materials
Development Committee for Inclusive
Education Purposes

The division may want to organize a committee that

will be in-charged in developing instructional materials
that are intended for use by children with special needs. It
has to be noted that the children with special needs would
include those that have mental retardation, learning
disabilities, emotional and behaviour disorder,
communication disorders, hearing loss, blindness and low
vision, physical disabilities, autism, severe disabilities,
multiple disabilities, deaf/blindness, as well as gifted and
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 73

talented. Therefore, all these various special needs must be

considered by the committee in developing instructional
materials for inclusive education. Along this note, the
division, therefore, should allocate funding for the
development of inclusive instructional materials for the
CSN in various public schools in the province.

Policy Recommendation No.4

Issues  Difficulty in dealing with multiple disabilities of

learners
 Difficulty in dealing with the behavioral
issues/problems of learners
 Difficulty in maintaining classroom discipline
due to inclusivity of learners.
 Difficulty in preparing lessons considering the
inclusion of learners with special needs.
Rationale In order to achieve professional skills in dealing
with inclusive learners, the teachers have to be
professionally trained. The majority of the respondents
showed that they have insufficient training on incluisve
education. However, given an opportunity to practice the
basic classroom management techniques the can
effectively deal with all their learners inside an inclusive
classroom setting.
Recommendation  Conduct of Intensive Training on Classroom
Management in Inclusive Classroom Settings

Schools must conduct intensive training

workshops on inclusive classroom management and it
should in an ongoing basis until the teachers would
already develop a high level of confidence and eventually
feel that they already are well equipped to teach inclusive
classrooms effectively. In service training also goes a long
way on the part of an inclusive curriculum.
This will be in connection to Policy
Recommendation No.1 and must be conducted by the
trainer who has been trained by the Division Office.

Policy Recommendation No.5

Issues  Lack of budget intended for the implementation
of inclusive education
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 74

Rationale In its January 17, 2020 issues, the Manila Bulletin

reported that Department of Education (DepEd)
Undersecretary for Finance Service and Education
Programs Delivery Unit Annalyn Sevilla confirmed in an
interview that the SPED was given Php107 million in the
2020 General Appropriations Act (GAA). This is the first
time the government has allocated a budget for SPED
under the administration of Education Secretary Leonor
Briones.
Although the Department of Education has been
granted such fund, this is not intended for all public
schools despite their implementation of inclusive
education since according to Undersecretary Sevilla,
Php100 million of the said fund is allocated for the
MOOE or Maintenance and Other Operating
Expenses, while Php7 million will be for capital outlay
for SPED alone.
Recommendations  Forge and strengthen partnerships with
organizations that advocate and financially
support the implementation of inclusive
education

With the support of the DepEd Division Office,

schools are encouraged to forge partnerships with local,
national and even international organizations who are
willing to support financially the implementation of
inclusive education in the different public elementary
schools in the province. Considering the scarcity of budget
allotted for inclusion in schools, working with several
partners and donors will ensure that schools have the
necessary equipment and teachers have the training to
teach both children with and without disabilities in the
same classroom.

Policy Recommendation No.6

Issues  Lack of support from parents and other
stakeholders as regards inclusive education.
Rationale Parental and stakeholders’ involvement is essential
in the success of inclusive education. Stakeholders are
individuals or groups who have an interest or concern for
the school. They include parents, school administrators,
teachers and school staff, local government officials,
alumni and socio-civic groups who contribute to the
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 75

development of the school community. Teachers consider

parental involvement in the education of their children
with special needs as a parental support in a child’s
education, linking two important contexts in a child’s life
education: home and school. Hence, a healthy relationship
between the teachers and stakeholders is necessary, as this
will enable everybody to harmoniously work together in
order to achieve the goals of inclusive education.

Recommendations  Implement ways to actively engage the parents

and stakeholders in inclusive education

Here are some recommended means of engaging

more parents, families, and communities in inclusive
education:
■ Survey families and community stakeholder to
determine needs, interests, and ideas about
partnering with the school in the implementation of
inclusive education.
■ Develop and implement family-friendly policies
and laws in engagements. For example, parents
may avail only of a certain number of leaves of
absence to participate in school or education-
related activities. Schools may also have flexible
scheduling to encourage participation by diverse
families.
■ Provide professional development on family and
community engagement for school faculties.
■ Offer training for parents and community
stakeholders on effective communications and
partnering skills.
■ Provide better information on school and school
policies and procedures on inclusive education.
■ Ensure timely access to information, using
effective communications tools that address various
family structures and are translated into languages
that parents/families understand.
■ Develop an outreach strategy to inform families,
businesses, and the community about school and
family involvement opportunities, policies, and
programs in inclusive education.
■ Regularly evaluate the effectiveness of family
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 76

involvement programs and activities in the schools.

Policy Recommendation No.7

Issues  Lack of administrative support to children with
special needs.
Rationale School administrators who value diversity in the
inclusive classrooms help them to implement inclusion
practices more easily and effectively while their schools
are subjected to include children with special needs.
Recommendations  Participation of school administration in
comprehensive trainings on managing inclusive
schools
This study emphasizes on the professional
development of school administrators through ongoing
training related to the inclusive education. Their
attendance and active participation in comprehensive
training on inclusive education is one of the greatest
factors in the formation of favorable attitudes among the
school administrators toward inclusive education; and
considered as a way of overcoming their lack of
confidence while working with the children with special
needs.

Policy Recommendation No.8

Issues  Lack of motivation, incentive and/or rewards

for teachers who are doing their best to
implement inclusive education practices.
Rationale Warm and responsive teachers who are committed to
the inclusion of learners in stimulating learning
environments are key to securing not only access to the
classroom, but a quality of education that results in
positive developmental outcomes. When teachers are well
motivated, have knowledge, classroom supports,
leadership and support from their school Administrators,
parents and the school stakeholders, an inclusive approach
to
quality education for all learners can take root in regular
classrooms and schools.
Recommendations  Incentive, recognition and support systems for
teachers successfully dealing with children with
special needs in their inclusive classrooms
should be in place.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 77

In order to further encourage teachers to do their best

in delivering inclusive education with CSN, the DepEd
Division of Ilocos Norte may want to consider coming up
with an incentive or reward scheme based on teacher-
evaluation results along inclusive education. Furthermore,
support system to teachers who deliver inclusive education
may be provided such as the provision of in-service and
professional development, scholarship grants, as well as
recognition for teachers to encourage and recognize their
efforts for undertaking professional development to further
enhance the quality of inclusive education provided in the
public schools.

Chapter 5

SUMMARY, CONCLUSION, RECOMMENDATIONS

Summary

This study made an assessment on the level of inclusivity of the different

elementary schools in the Division of Ilocos Norte and determined the challenges

met by the teachers in implementing inclusive education. It was undertaken from

January 2020 until June 2020. The profiles of the teacher-respondents was also

determined, but the variables were limited only to their age, sex, civil status, and

attendance to trainings on inclusive education. Moreover, the level of inclusivity of

the different public elementary schools in Ilocos Norte was assessed along the
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 78

following areas: school policies and administrative support; school environment;

teacher skills; knowledge and attitudes; teacher development; pupils; academic

content and assessment; special subject areas/extra-curricular activities; and,

community. Furthermore, the differences in the teacher-respondents' challenges and

assessment on the implementation of the features of inclusive education were

statistically tested when they are grouped according to each profile variable and

when grouped according to their school assignments. There were forty-five

respondents in this study, and they accomplished survey questionnaire sent to them

using google forms. The frequency distribution, percentage, weighted means, five-

point Likert scale and F-test were statistically used in this study.

The following came out as findings of the study:

The average age of the teachers involved in inclusive education in the

Division of Ilocos Norte is 40.22. Majority of them are females, married and most

of them have not attended any training on inclusive education at all.

In general, there is a very high level of inclusivity in the different public

elementary schools that cater children with special needs in the division of Ilocos

Norte. Specifically, the schools were assessed to have very high inclusivity along

school policies and administrative support, school environment, teacher skills,

knowledge and attitudes, pupils, academic content and assessment, special subject

areas/extra-curricular activities and community involvement. On the other hand, the

respondents’ assessment showed a high level of inclusivity among schools in terms

of teacher development.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 79

The most pressing concern of the teachers involved in delivering inclusive

education in the Division of Ilocos Norte is the lack of training on inclusive

education.

The eight policy recommendations developed in order to address the

challenges met by teachers in inclusive education focused on retooling teachers for

inclusive education, enhancements of the BEED- General Education program of

TEIs, ensuring compliance to RA 7277 or the Magna Carta for Disabled Persons,

creation of instructional materials development committee for inclusive education,

conduct of intensive training on inclusive classroom management for teachers,

forging partnerships with organizations that fund and support the implementation of

inclusive education, engaging parents and stakeholders in the delivery of inclusive

education, conduct of comprehensive training for school administrators in

managing inclusive schools, establishment of incentive, recognition and support

system for teachers of inclusive education.

Conclusions

Based on the foregoing findings, the following conclusions were derived:

Teachers who deal with children with special needs in the different public

elementary schools in the Division of Ilocos Norte lack necessary professional

development and trainings in order to be more responsive to inclusive education.

Although the assessment on the level of inclusivity of the public elementary

schools in the division is very high, the challenges met by the teachers in
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 80

implementing inclusive education counter the result as the problems that surfaced

in the study present the barriers that hinder the more effective implementation of

inclusive education.

Teachers who have lesser or no attendance to trainings on inclusive

education tend to have higher assessment on the level of inclusivity of the schools

as they assume that what they observe in their respective schools are enough to

ensure inclusivity.

Those who have been dealing with more children with special needs in their

schools tend to find their schools as very highly inclusive.

Recommendations

Considering the findings and conclusions of this study, the following are

hereby given as recommendations by the researcher.

1. All school administrators of public elementary schools in the division of

Ilocos Norte should implement a professional development plan for all

teachers to be trained along inclusive education.

2. The Department of Education in the Division of Ilocos Norte may want to

consider adopting the policy recommendations developed in this study in

order to further enhance the capability of public schools in delivery

effective and quality inclusive education in the province.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 81

3. Another study analysing the effectiveness of schools in implementing

inclusive education among children with special needs may be conducted

after implementing the policy recommendations or after capacitating the

teachers and administrators along inclusive education.

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Appendix A

SURVEY QUESTIONNAIRE
https://bit.ly/InclusiveEducationImplementationQuestionnaire

Name (optional): _____________________________________________

School: _______________________________________

Part I. Profile of Teachers

Please put a check mark ( √ ¿in the box for your appropriate response to each item
in this part of the questionnaire. Otherwise, please provide the specific information
needed.

1. How old are you now? ________

2. Sex [ ] Male [ ] Female

3. Civil Status: Sex [ ]Single [ ] Married

[ ]Separated [ ] Widow/er
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 87

4. Trainings related to inclusive education

Title of Training Sponsoring Agency Number of Training

Hours

Part II. Assessment on the School’s Level of Inclusivity

Directions: Below are statements that indicate some practices on the

implementation of inclusive education in your school. Please tick the
box corresponding to your extent of agreement on each item. Kindly
refer to the following Likert scale:
5 – Strongly Agree
4 – Agree
3 – Moderately Agree
2 – Disagree at some point
1 – Strongly Disagree

Inclusivity in Terms of School Policies and 5 4 3 2 1

Administrative Support
The school administration…
1. Has a mission and/or statement and
policies about inclusive, learning
friendly education, including a
policy against discrimination.
2. Has a master list of all school-age children in
the community, whether enrolled or not.
3. Conducts regular campaign to encourage
parents to enroll their children, ones that
emphasize that ALL children should be enrolled
and are welcome.
4. Has copies of documents or resources at
national or regional levels that address inclusive
education for children with diverse and abilities.
5. Knows which professional organizations,
advocacy groups and organizations offer
resources for inclusive education.
6. Show in specific was that school administration
and teachers understand the nature and
importance of inclusive education.
7. Has prepared a list of barriers that prevent the
school from fully developing in inclusive school
ways to overcome these barriers.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 88

8. Is aware of and is changing school policies and

practices – such as costs and daily schedules –
that prevent some girls and boys from receiving
quality education.
9. Provides flexibility to teachers to pursue
innovative teaching methods for helping all
children to learn.
10. Has links with the community, is responsive to
the needs of the community, and provides
opportunities for exchanging ideas to bring
about positive changes in inclusive practices.
11. Responds to the needs of the staff is not
exploitive.
12. Has effective support, supervision, and
monitoring mechanism in which everyone
participates in learning about and documenting
changes in inclusive practices, as well as in
making future decisions.

Inclusivity in Terms of School Environment 5 4 3 2 1

The school…
1. Has facilities that meet the needs of all pupils,
such as separate toilets for girls and ramps (not
stairs) for physically pupils.
2. Has a welcoming, healthy, and clean
environment.
3. Has a steady supply of clean, safe drinking water
and serves or sells healthy, nutritious food.
4. Has (or has a plan to develop) a diverse school
staff (women and men with different
backgrounds in race, ethnicity, physical ability,
religion, language, socio-economic status, etc).
5. Has staff, such as counselors and bilingual
teachers, who can identify and help with the
pupils’ special learning needs.
6. Has processes and procedures in place that help
all teachers and teaching staff, parents and
children to work together to identify and assist
with pupils’ special learning needs.
7. Focuses on teamwork among teachers and pupils.
8. Has links with existing health authorities who
provide periodic health examination for children.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 89

Inclusivity in terms of Teacher’s Skills, Knowledge and 5 4 3 2 1

Attitudes
The teachers…
1. Can explain the meaning of “inclusive” and
“learning-friendly” education and can give
examples of inclusive practices.
2. Believe that all children – girls, poor or wealthy
children, language and ethnic, minority children, as
well as disables children can learn.
3. Are involved in finding school age children who
are not in school to see that they got an education.
4. Know about diseases that cause physical, emotional
and learning disabilities; and can help unhealthy
pupils to get proper care.
5. Receive annual medical examinations, along with
other school staff.
6. Have high expectations for ALL children and
encourage them to complete school.
7. Are aware of resources that are available to assist
children with special learning needs.
8. Can identify culture and gender bias in teaching
materials, the school environment, and their own
teaching and can correct this bias.
9. Help pupils learn to identify and correct gender and
culture bias in learning materials.
10. Adapt curriculum, lessons, and school activities to the
needs of children with diverse backgrounds and
abilities.
11. Use content, language, and strategies in their teaching
that help all pupils to learn.
12. Can assess children’s learning in ways that are
appropriate to the children’s abilities and needs.
13. Are reflective and open to learning adapting,
experimenting, and changing.
14. Are able to work as a team.

Inclusivity in Terms of Teacher Development 5 4 3 2 1

The teachers…
1. Attend workshop or classes on developing an
inclusive classroom and school, receiving
advanced professional training on a regular
basis.
2. Give presentations to other teachers, parents,
and community members on developing an
inclusive classroom.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 90

3. Receive ongoing support for improving their

understanding of subject matter content (such as
English, Mathematics, etc.).
4. Receive ongoing support from school
administrators through regular observation and a
written supervisory plan.
5. Have a work area or lounge where they can
prepare lesson materials and share ideas.
6. Can visit “model” inclusive schools.

Inclusivity in Terms of Pupils/Pupils 5 4 3 2 1

1. ALL school-age children in the community
attend school regularly.
2. ALL pupils have textbooks and learning
materials match their learning needs.
3. ALL pupils receive regular assessment
information to help them monitor their progress.
4. Children with diverse backgrounds and abilities
have equal opportunities to learn and to express
themselves in the classroom and at school.
5. ALL children are followed up in their
attendance is irregular.
6. ALL children have equal opportunities to
participate in all school activities.
7. ALL pupils help to develop guidelines in the
classroom and in the school regarding inclusion,
non-discrimination, violence and abuse.

Inclusivity in Terms of Academic Content and 5 4 3 2 1

Excellence
1. The curriculum allows for different teaching
methods and learning styles, such as discussion
or role-play.
2. The content of the curriculum relates to the
everyday experiences of ALL children in the
school whatever their background or ability.
3. The curriculum integrates literacy, numeracy
and life skills into all subject areas.
4. Teachers use locally available resources to help
children learn.
5. Curriculum materials include pictures, examples
and information about many different kinds of
people, including girls and women, ethnic
minorities, people of different castes and
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 91

social/economic backgrounds, as well as people

with disabilities.
6. The curriculum is adapted for adapted the
different learning rates and styles, particularly
for children with learning disabilities.
7. Children with learning difficulties have
opportunities to review lessons and improve
upon them, or to have additional tutoring.
8. Curriculum and learning materials are in the
languages children use in and out of school.
9. The curriculum promotes attitudes such as
respect, tolerance and knowledge about one’s
own and others’ cultural backgrounds.
10. Teachers have various assessment tools to
measure pupils’ knowledge, skills and attitudes,
rather than only depending upon examination
scores.

Inclusivity in Terms of Special Subject Areas/Extra- 5 4 3 2 1

Curricular Activities
1. Special subject areas allows to the children
mainstreaming in the regular class based on the
level of learning.
2. The content of the special subject areas correlated
the needs of learning level of the children with
appropriate instructional materials whatever their
background or ability.
3. The special subject areas should be paralleled in
the curriculum of inclusive education integrates
literacy, numeracy and life skills.
4. SPED-CSN teachers accompany children
mainstreaming in the regular class to facilitate
learning orders, skills and attitudes.
5. ALL pupils are encourage to participate in any
activity or contest conducted in school exclusive
in inclusive education to improve social
awareness.
6. Children with learning difficulties encouraged to
join in athletic meet special event as to quality in
any level of competition.
7. Extra-curricular activities promote physical,
mental, and social awareness.
8. Special children have equal opportunities to
participate in any activity conducted in school or
community particularly in children with disability.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 92

Inclusivity in Terms of Community 5 4 3 2 1

1. Parents and community groups know about
inclusive and are able to help the school become
an inclusive school.
2. The community helps the school reach out to
ALL children who have been excluded from
school.
3. Parents and community groups offer ideas and
resources about the implementation of inclusive
education.
4. Parents receive information from the school
about their children’s attendance and
achievement.

Part III. Challenges in Implementing Inclusive Education

Directions: Below are statements that indicate some challenges that you might have
experienced in implementing inclusive education. Please determine the extent to
which you experience each statement based on the scale below.
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
Challenges 5 4 3 2 1
1. Lack of training on inclusive education.
2. Inadequate facilities in the school for children
with special needs.
3. Lack of administrative support to children with
special needs.
4. Insufficient pedagogical knowledge on how to
teach children in varied special needs.
5. Difficulty in maintaining classroom discipline
due to inclusivity of learners.
6. Difficulty in preparing lessons considering the
inclusion of learners with special needs.
7. Difficulty in dealing with the behavioral
issues/problems of learners.
8. Lack of support from parents and other
stakeholders as regards inclusive education.
9. Lack of learning materials for inclusive
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 93

education.
10. Difficulty of including/involving all pupils in
different learning activities.
11. Lack of experience in inclusion during pre-
service teaching (practice teaching).
12. Difficulty in dealing with multiple disabilities of
learners.
13. Lack of budget intended for the implementation
of inclusive education.
14. Lack of knowledge on theories, principles, and
strategies in teaching special education/
inclusive education during college.
15. Lack of motivation, incentive and/or rewards for
doing my best to implement inclusive classroom
practices.

If you have other issues, problems, or difficulties in implementing

inclusive education, please list them and determine the extent to which
you experience them.
 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 94

CURRICULUM VITAE

Personal Background

Name Margie M. Alupay

Address Baruyen, Bangui, Ilocos Norte
Place of Birth Magdalena, Claveria, Cagayan
Date of Birth June 23,1972
Educational Background

Elementary Pasil Elementary School

Secondary Claveria Rural and Vocational School
Tertiary Mariano Marcos State University- College of
Education
Post Graduate Mariano Marcos State University-Graduate
School Laoag City 1994-1999
University of La Salette, Santiago City 2017-
2019
Cagayan State University 2019-2023

Civil Service Eligibity Professional Board Examination for Teachers

Vigan City, May 30,1993
Principal’s Test Feb.2016

Teaching Experiences

Position Inclusive Dates Office

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 95

*Teacher I 1993-1997 Holy Spirit Academy of Laoag

*Teacher I 1997-2000 East Rembo Elementary School
Makati
*Teacher III 2001-2017 Banban Elementary School- Bangui
*School Principal I 2017-2018 Saud Elementary School- Pagudpud
2018-2022 Lanao Elementary School -Bangui
2023 Baruyen Elementary School-Bangui
Trainings

*Web Literacy Training

*Division Training on Enhanced School Improvement Planning
*Financial Empowerment Course
*Division Training for Mathematics and Science Teachers
*Training On Recruitment and Appointment
*Division Training School Paper Advisers
* School Heads Development Program
* Training for School Heads
*Seminar- Workshop On Research Capability Building
*Translatin VMO end-states to subject area matrix designing whole brain
literacy and lesson plans
*Training on Strategic Intervention Materials Making
*Division Training On Partnership
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 96