CHALLENGES AND STRATEGIES IN INCLUSIVE EDUCATION PROGRAM

IMPLEMENTATION AND LEARNERS ACADEMIC PERFORMANCE:

BASIS FOR A PROPOSED ACTION PLAN

A Proposal Thesis
Presented to
The Faculty of the Graduate School
Of Pacific Intercontinental College
Las Pinas City
Philippines

In partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Special Education

By

RUBY PALENCIA
August 2024

CHAPTER 1
 The Problem and Its Background

Introduction

Inclusive education is a philosophy that promotes the acceptance of all

children, regardless of their race, size, shape, color, ability, or disability. This

approach emphasizes the importance of providing support from school staff,

students, parents, and the community. The 2013 Enhanced Basic Education

Act includes provisions for various target groups in inclusive education, such

as gifted and talented children, learners with disabilities, learners of the

madrasa curriculum, indigenous peoples, and learners facing difficult

circumstances like geographical isolation, chronic illness, abuse, or

displacement due to armed conflict, urban resettlement, or disaster.

Inclusive education is a collaborative process encompassing the

involvement of students, families, educators, and community members in

the design, execution, and assessment of educational programs and services

that cater to the diverse needs of all students. An important goal is ensuring

equal access to education and inclusion in school community life. Inclusive

education holds significant importance due to numerous reasons. One of the

key benefits of this philosophy is that it promotes equal access to education

and fosters a positive and secure atmosphere for students to develop

academically and personally. Additionally, the education system equips

students with the necessary skills to effectively collaborate and interact with

individuals of diverse abilities, thereby better preparing them for real-world

scenarios. Ultimately, this initiative dismantles the barriers that separate

individuals with disabilities from those without, fostering a climate of

comprehension and inclusivity. The Philippines has been actively

implementing a range of programs and initiatives to promote inclusive

education. The "Inclusive Education for All" program is an initiative that aims

to enhance the abilities of teachers, parents, and school administrators in

effectively addressing the diverse needs of students. The efforts to promote

inclusive education have involved teacher training. The collaboration

between the Department of Education (DepEd) and the United Nations

Educational, Scientific and Cultural Organization (UNESCO) enhances the

skills of teachers in integrating students with disabilities into mainstream

classrooms. It encompasses various topics constructs inclusive education,

including adapting instruction to meet the needs of students with disabilities,

fostering a supportive learning environment, and promoting effective

collaboration with parents. Likewise, the Philippines has been actively

engaged in the development of policies aimed at promoting inclusive

education. One policy being implemented is the establishment of Special

Education (SPED) schools that cater specifically to students with special

needs. The schools mentioned offer various services and accommodations,

including smaller class sizes, specialized instruction, and adaptive

technology. This landscape is designed to support student's academic

success and enable them to thrive in their educational environment.

In spite of all the support and effort provided to learners with special

educational needs to receive appropriate learning within the inclusive

classroom setting, there are some challenges that teachers face in

implementing the program in other public schools. Although inclusive

education is a good concept, its application is fruitless due to lack of training

and seminars, insufficient number of SPED teachers, and not enough

allocated budget is not enough to cater to the diverse needs of all learners.

The curriculum should be sufficiently varied to accommodate differences in

the abilities and circumstances of the learners. There were laws amended for

the education of persons with disabilities but in spite of the provisions, it has

been found out that not all persons with disabilities were accepted in the

regular classrooms. With these challenges experienced by teachers, the

researcher was motivated to conduct the study to find out if the goal of the

government in the inclusive education program is properly implemented in

the Silangan Elementary School Cluster 6, Division of Taguig City and

Pateros. Inclusive Education is still needs to be improved in terms of catering

to students with disabilities, implementation of curriculum, and the support

for teachers, especially those who do not have specialization in handling

students with disabilities. These factors motivate the researcher to conduct

this study.

Theoretical Framework

The study is anchored on Maslow’s theory of motivation which has

made a major contribution to teaching and classroom management in

schools (Zhou & Brown, 2015) as cited by Pocaan (2022). Rather than

reducing behavior to a response to the environment, the theory adopts

a holistic approach to education and learning. Moreover, the theory

focused on the complete physical, emotional, social, and intellectual

qualities of an individual and how they impact learning (Maslow, 1970).

High levels of motivation will increase persistence, enhance cognitive

processes and lead to improved performance. Additionally, the study is

based on Manitoba’s inclusion philosophy, which asserts that an

inclusive community changes proactively in response to people’s

evolving needs (Malette, 2008). An inclusive community fosters

meaningful participation and fair access to citizenship advantages via

acknowledgment and support. In Manitoba, inclusion is accepted as a

way to improve the well-being of all community members. By

cooperating, it strengthens the potential to lay the groundwork for a

more prosperous future for all. Providing effective faculty support

programs for SPED teachers motivates them to execute their tasks

efficiently. Likewise, a supportive school environment also supports the

growth of the teachers. Teachers training and program which are

considered teachers’ motivation should equip the teachers to combat

difficulties. In this study, to provide an appropriate holistic approach to

education and learning, challenges and strategies used were explored

to develop a holistic context-based special education teaching

strategies program through Action Plan. The research output aimed to

develop an Action Plan to improve the academic performance of SPED

leaners by utilizing teaching strategies of the teachers.

Conceptual Framework

The study is directed by a technique to further measure the research

process of this study. The researcher employ the Input, Process and Output

model as reflected in Figure 1.

INPUT PROCESS OUTPUT

 Distribution of
 Extent of the
Survey
challenges of questionnaire
inclusive
education  Assessment of
program extent of the
challenges of
implementati inclusive education Proposed Action
on program Plan
 Teaching implementation as
strategies to:
1.1.Teachers
utilized by
Competence,
teachers in 1.2. teachers training
implementing and program,
SPED inclusive 1.3. Instructional
education materials
 Academic 1.4 .Financial Resources
performance 1.5 .Teachers Workloa
of the SPED Assessment of Teaching
learners strategies utilized by
 Reference teachers in implementing
material SPED inclusive education
 Curriculum as to:
2.1.DifferentiatedInstruc
guide for
tion strategies;
Kindergarten 2.2. Universal Design for
Learning (UDL)
2.3. Collaborative
Learning
2.4. Use of Assistive
Technology
 FEEDBACK

Figure 1. Conceptual Framework of the Study

The INPUT consist of the Extent of the challenges of inclusive

education program implementation as to Teaching strategies utilized by

teachers in implementing SPED inclusive education, Academic performance

of the SPED learners, Reference material

The PROCESS is consist of the following; Distribution of Survey

questionnaire

Assessment of extent of the challenges of inclusive education program

implementation as perceived by the school administrators and the teachers

themselves: as to Teachers Competence, teachers training and program,

Instructional materials, Financial Resources, Teachers Workload, evaluation of

teaching strategies utilized by teachers in implementing SPED inclusive

education program in terms of Differentiated Instruction strategies; Universal

Design for Learning (UDL), Collaborative Learning, Use of Assistive

Technology and Peer Teaching, Determination of academic performance of

the SPED learners and Statistical and Analysis of Data, interpretation of data.

The OUTPUT is the Proposed Action Plan.

Statement of the Problem

This study attempted to determine the extent of the challenges in the

inclusive education program implementation of Cluster 6, Division of Taguig

City and Pateros (TAPAT) which served as inputs in action plan development

for the school year 2024– 2025. More specifically, it sought answers to the

following questions:

1. What is the extent of the challenges of inclusive education program

implementation with regards to the following aspects as perceived by the

school administrators and the teachers themselves:

1.1.Teachers Competence,

1.2. teachers training and program,

1.3. Instructional materials

1.4 .Financial Resources

1.5 .Teachers Workload

2. What are the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of:

2.1. Differentiated Instruction strategies;

2.2. Universal Design for Learning (UDL)

2.3. Collaborative Learning

2.4. Use of Assistive Technology

 2.5. Peer Tutoring and Mentoring

3. What is the academic performance of SPED learners in Cluster 4 in

Pateros

4. Is there a significant relationship between the extent of challenges

of inclusive education program implementation and the academic

performance of Sped teacher in Cluster 6, Division of Taguig City and Pateros

(TAPAT)?

5. Is there a significant relationship between the extent of strategies

utilized by teachers and the academic performance of the SPED Learners.

6. Based on the findings, what action plan can be proposed?

Hypothesis

This study hypothesizes that:

1.There is no significant relationship between extent of challenges of

inclusive education program implementation and the academic performance

of Sped teacher in Cluster 6, Division of Taguig City and Pateros (TAPAT).

2.There is no significant relationship between the extent of strategies

utilized by teachers and the academic performance of the SPED Learners.

Scope and Limitation of the Study

The study dealt primarily on development of Action Plan of the Cluster

6, Division of Taguig City and Pateros , respondents composed of five (5)

School Heads and fifty (50) SPED Teachers in the school year 2024-2025.

Significance of the Study

 The results of the study help to overcome the challenges in the

inclusive education program implementation of Cluster 6, Division of Taguig

City and Pateros which served as inputs in action plan development for the

school year 2024– 2025. The researcher also believes that the results of this

study could contribute and be beneficial to:

SPED Teachers. It will be a big help for SPED teachers to cope up

challenges in the inclusive education program implementation of Cluster 6,

Division of Taguig City and Pateros. They will easily understand the

importance of inclusive education.

School Administrators. It will be a big help for them in making Action

Plan to deal with the challenges brough about Inclusive Education Program

Implementation and finding solution to these challenges.

SPED Learners. The study will help them to be recognized and will

make them to treat equally like the regular students..

Other Researchers. Lastly, this study would serve as a guide for

graduate students and other researchers for further study and

encouragement to work on producing Action Plan and other studies similar to

this that will uplift the basic education service that the school offers.

Definition of Terms

The following terms are defined operationally and lexically to provide a

common frame of reference:

Collaborative Learning. Is an approach in teaching SPED learners in

inclusive environment where they cooperate with others SPED leaners

 Differentiated Instruction Strategies. Is a teaching strategies

which involves different strategies depending upon the needs of the SPED

learners in inclusive setting.

Instructional materials. Pertains to the instructional materials used,

prepared by the teachers in teaching SPED learners in inclusive education.

Financial Resources. Is the source of fund in maintain the program

of inclusive education.

Financial Resources. Financial resources refer to the funds and

assets that finance an school’s activities.

Instructional Materials. Are the resources use to facilitate to

learning.

Monitoring and Evaluating. Refers to the is a methodical process

that involves acquiring, analyzing, and interpreting data in order to evaluate

the development, efficacy, and impact of initiatives, and programs.

Peer Tutoring and Mentoring. It involves pairing students with

varying levels of proficiency or abilities to support each other's learning.

School Head. One of the respondents of the study.

SPED Teacher. One of the respondents.

Teachers Competence. Refers to the skill f the teacher in handling

SPED learners in inclusive environment.

Teaching Strategies. Is the practices teachers use to engage their

students in better learning.

 Teachers Training and Program. Is the a program that equips

teachers with techniques and modern pedagogy strategies that help them to

better connect with, manage, and teach their students in a manner that

ensures that all students are learning and benefitting.

Teachers Workload. Is the number of loa, task assigned in the

teachers in spite of handling SPED learners in inclusive education.

Universal Design for Learning (UDL). Is a framework that guides

the design of instructional materials, activities, and assessments to be

accessible and effective for all students.

Use of Assistive Technology. Is a teaching strategies with the help

of technology like laptap, tablet ,computers and the like.

CHAPTER 2

Review of Related Literature and Studies

Local Literature
 DepEd implemented IE as support to several orders and laws,

namely: the Enhanced Basic Education Act (RA 10533), the 1987 Philippine

Constitution, the Child and Youth Welfare Code (PD 603), the Policies and

Guidelines in Special Education, the Special Protection of Children Against

Child Abuse, Exploitation and Discrimination Act (RA 7610), and the Magna

Carta for Disabled Persons amended by RA 9442 (RA 7277) (Child Rights

Network, 2021).

In 2020, Paraan, the basic education technical adviser of Save the

Children Philippines, described that there are so many barriers in addressing

the education of children with special needs, among them are the teachers'

lack of sign language awareness or proficiency, insufficient budget for

inclusive education, and weak classroom management manifested by

insufficient pacing, inadequate use of resources, lack of educational

dialogue, absence of healthy learning opportunities for children with

disabilities. She added that before the training conducted by the “Kabataan

Aralin sa Lahat Ibahagi (KASALI)” Program, teachers who have workloads and

need to teach children with disabilities were unaware that some of their

behaviors, such as constantly naming children or sorting them by talent, are

considered ways of prejudice.

A report was released in 2019 by the Philippine Institute of

Development Studies (PIDS), which also exposed the difficulties in

implementing special education in the Philippines. The study found a variety

of obstacles that hampered teachers from adopting inclusive practices in the

classroom, such as inadequate classroom management, insufficient

materials for classes, lack of educational dialogue, and teachers’ lack of sign

language proficiency according to Magsambol, (2020).

The development Academy of the Philippines (DAP, 2018) found out

that one in every five persons with disabilities is a child aged 0-14, with

around 26.56 percent poor Filipinos with disabilities being children. However,

DAP showed that there is still no inclusive service framework and a strong

referral system that integrates the different social services for these children,

and that the link between poverty and disability is often missed out while

access to services remains a challenge. But despite the obvious need to

reach out to learners with disabilities, out of the 13,408 schools in the

Philippines that have SPED programs, only 648 are SPED centers—471 in

elementary schools and 177 in high schools.

According to Barnido, (2018), the teachers' instructional strategies are

successful in helping the students' practices, as agreed upon by both the

school administrators and the teacher respondents, however, they still have

to work to have a better range of teaching techniques, communicate through

secondary channels, and employing practical teaching strategies to promote

students’ involvement and exerting extra effortto help learners participate,

connect, and add excitement to the content being delivered.

Foreign Literature

In Japan, according to Yoneda, (2020), the ultimate goal of inclusive

education curriculum is independent living and the social participation of the

individuals with intellectual and developmental disabilities, as well as other

disabilities. The focus of the inclusive education system has shifted from the

location in which classes and support are offered to students with disabilities,

to the content that best meets the needs of students with disabilities of

every type.

In the study of Mokaleng & Mowes (2020) it was reported that 86 out of

90 respondents (95.5%) felt that for inclusion to be successful, teachers need

supportive leadership but 76 respondents (84.5%) were of the view that lack

of support for teachers and enhanced negative attitudes towards inclusive

education. The other causes found that 85 of the teachers (94.4%) were of

the view that in order for inclusion to succeed, teachers must receive in-

service training in educating learners with special educational needs. Other

issues were also found that 86 of the teachers (96.6%) were of the opinion

that adequate resources should be allocated to schools to cater for the

diverse needs of all learners and 77 of the teachers (85.5%) were also of the

view that a flexible curriculum granted all children a chance to learn and

benefit from education.

According to Ecoben, (2019), the teachers were favorable of inclusive

education. However, they need to attend seminars and workshops. This

connotes that teachers participate in trainings on inclusive education and

they need to observe more actual demonstration teaching to learn diverse

teaching strategies and techniques on how to manage learners in an

inclusive setting. Moreover, It provides the teachers with the chance to

continue their professional development and learn new ways, approaches,

tactics, abilities, and tools.

Based on the recommendations of the researcher Mngo and Mngo

(2018), considering the financial limitations faced by the program, it will only

be able to acquire useful assistive resources through partnerships.

Nishan, (2018), cited resources needed for differentiated teaching-

learning for learners with special educational needs in inclusive classrooms

to maintain their interest was also found to be a concern.These conclusions

indicate that the school's instructional materials need to be extensively

upgraded and improved.

Local Studies

Llego (2022) similarly claimed that IE benefits all students by

providing them with an equal opportunity to learn and grow. It also helps to

break down barriers between different groups of people, allows everyone to

feel welcomed, and valued in the educational setting.

However, Vacaro et al., (2019),that the best teaching strategies in

teaching learners with special educational needs are by giving them a

concrete object, multimedia, and other technologies that help them to easily

understand the lessons, making them actively listen and participate in class.

,According to Paguirigan, (2020), there are no discernible difference

between the school administrators and the teacher respondents’ perception

on the abilities of teachers to manage their classrooms that directly affect

the learners ability to learn. Both groups are confident about the
effectiveness and emphasizing the strategies of teachers in inclusive

education classrooms management that will be employed during the

Inclusion Program.

Sales, (2019), showed even how prepared the school is to implement

the Inclusion program using the instructional materials. These educational

resources motivate learners to learn, bringing learning to life. Furthermore,

successful inclusion depends on resources, both human and material, but

also on their successful implementation.

Javier (2023), aimed to determine the extent of the challenges in

inclusive education program implementation of selected public schools in

District II, Division of Pasig City which served as basis for an action plan

development for the school year 2023 – 2024. The study used the descriptive

method of research with the survey questionnaire as the data-gathering

instrument. The respondents were 24 school administrators and 82 teachers

from the three selected public schools in the District II, Division of Pasig City.

The statistical tools used were the percentage, weighted mean and t-test.The

salient findings of the study based on the questions raised are the following:

(1) The school administrators and the teacher respondents perceived the

extent of the challenges of inclusive education program implementation at a

high extent as evidenced by the weighted means 3.70 and 3.87, respectively.

However, the variables on teachers’ training programs, instructional

materials, and financial resources were only at a moderate extent as

evidenced by the overall weighted means of 3.24, 3.41, and 3.39,

respectively. (2) There was no significant difference between the school

administrators and the teacher respondents’ perceptions on the extent of the

challenges of inclusive education program implementation as regards

teachers’ teaching competencies on evaluating and monitoring, teaching

strategies, classroom management, teachers training and programs,

facilities, instructional materials, financial resources and teachers’ workload.

(3) An action plan was developed based on the findings of the study to

improve the inclusive education program implementation.

Foreign Studies

Additionally, McMillian (2018), the SPED inclusive education has

advantages such as acceptance, improved academic standards, and the

eradication of social bias against those with learners with special educational

needs. He discovered that learners with special needs are more likely to be

socially accepted by their peers when they attend a general education class.

According to McCarty (2018), learners with special educational needs can

develop their social skills and behavior in inclusive settings by modeling after

their classmates. Learners with special needs are socially accepted in

general classroom settings. As a result, SPED inclusive education helps kids

develop favorable attitudes about accepting their peers who have

disabilities.

Additionally, Clark-Howard, (2019), reassured that both groups of

respondents are certain that the programs and training will enable the

teachers to keep updated on modern instructional strategies and motivate

them to become better teachers in the modern world to successfully

implement the inclusion program. Additionally, addressing proper training

and professional learning and development should cover the how, what, and

why of inclusive education.

According to McCarty (2018), learners with special educational needs

can develop their social skills and behavior in inclusive settings by modeling

after their classmates. Learners with special needs are socially accepted in

general classroom settings. As a result, SPED inclusive education helps kids

develop favorable attitudes about accepting their peers who have

disabilities.

According to Barton (2017), inclusive education is more than just

giving students who have been previously excluded access to mainstream

schools. There are numerous advantages to fully integrating learners with

special educational needs into the general education class. It is crucial in

ensuring that all kids reach their maximum potential. Growing evidence that

inclusive education benefits students with and without special needs.

Antonova et al. (2019), visual images are better retained in our brains

than spoken ones. The visual aids engage students and make it simple for

teachers to explain subjects. Visual aids are educational tools that support

the teaching-learning process in the classroom. Students learn more

effectively from words and visuals than from just words.

Synthesis
 The mentioned local and foreign literature support the present study in

determining the extent of the challenges in the inclusive education program

implementation as cited by the following authors; Enhanced Basic Education

Act (RA 10533), the 1987 Philippine Constitution, the Child and Youth Welfare

Code (PD 603), 2020, Paraan, the basic education technical adviser of Save

the Children Philippines, report was released in 2019 by the Philippine

Institute of Development Studies (PIDS), The development Academy of the

Philippines (DAP, 2018) found out that one in every five persons with

disabilities is a child aged 0-14, Barnido, (2018), the teachers' instructional

strategies are successful in helping the students' practices, Yoneda, (2020),

Mokaleng & Mowes (2020), Ecoben, (2019), Mngo and Mngo (2018), Nishan,

(2018), as they discussed the different variables in the study.

Meanwhile, the local and foreign studies, reiterated how the

challenges in inclusive education to be coped up by t following authors,

Llego (2022, Vacaro et al., (2019), Paguirigan, (2020), Sales, (2019), Javier

(2023), McMillian (2018), McCarty (2018), Barton (2017), and Antonova et al.

(2019). These local and foreign studies guided the present study and

affirmed the goal to determine the extent of the challenges in the inclusive

education program implementation of public schools which served as inputs

in action plan development.

CHAPTER 3

Methodology

Research Design
 The descriptive correlational method was used in this study.

Descriptive correlational design is used in research studies that aim to

provide static pictures of situations as well as establish the relationship

between different variables (McBurney & White, 2009). In this study, the two

variables, relationship between the extent of strategies utilized by teachers

and the academic performance of the SPED learners are studied to establish

their relationship. The researcher used the descriptive-correlational method

to determine the perception of the school administrators and the teacher

respondents on the extent of the challenges of inclusive education program

implementation as regards teachers’ competencies on evaluating and

monitoring, teaching strategies, classroom management, teachers training

and programs, facilities, instructional materials, financial resources and

teachers’ workload.

Stratified random sampling by Nickolas, S. (2021, May 19) is used in

this study in which researchers first divide a population into smaller

subgroups, or strata, based on shared characteristics such as education, and

years and service of the members and then randomly select among each

stratum to form the final sample.

Population of the Study

There were two groups of respondents namely, the school heads, and

teachers.

Table 1 presents the respondents of the study.

 As presented in Table 1, the following are the distribution of the School

Administrators, and teachers: 5 or 100 percent are School Heads participated

in the study; 55 or 100 percent are teachers, with a total of 55 or 100%

respondents who are used as the subject of the study.

Table 1

Respondents of the Study

Respondents Frequenc Percentage

y
School Heads 5 100
Teachers 50 100
Total 55 100

Respondents of the Study as to Number of Years in Service

Table 2 shows the distribution of respondents as to the number of

years in service.

Table 2

Respondents as to Number of Years in Service

School Heads Teachers Total

Years in Service f % f % f %
26-30 years and
0 0 5 10.00
above 5 9.09
21-25 years 1 20.00 8 16.00 9 16.40
16-20 years 1 20.00 12 24.00 13 23.60
11-15 years 3 60.00 8 16.00 11 20.00
6-10 years 0 0 10 20.00 10 18.20
1-5 years and below 0 0 7 14.00 7 12.70
Total 5 100 50 100 55 100
 As shown in the table, most of the respondents are rendering their

service for almost 16-20 years with 13 or 23.60 percent, followed by those

who served for 11-15 years, with 11 or 20 percent, 6-10 years with 10 or

18.20 percent, 21-25 years with 9 or 16.40 percent, 1-5 years and below in

service with 7 or 12.70 percent , while, there were who served for 26-30

years and above with 5 or 9.09 percent.

Table 3 shows the data on the distribution of respondents as to

educational attainment.

There were 17 or 30.90 percent with bachelor’s degree; 10 or 18.20

percent who gained master’s units; 17 or 30.90 percent master’s degree

holder, 6 or 10.90 percent with doctoral units and those who graduated

doctoral degree , 5 or 9.09 percent.

Table 3

Respondents as to Educational Attainment

School Heads Teachers Total

Educational
Attainment f % f % f %
Doctorate Degree 2 40.00 3 6.00 5 9.09
w/ Doctoral units 1 20.00 5 10.00 6 10.90
Master’s Degree 2 40.00 15 30.00 17 30.90
w/ Master’s units 0 0 10 20.00 10 18.20
Bachelor’s Degree 0 0 17 34.00 17 30.90
Total 5 100 50 100 55 100

Research Instrument Used

The following instruments were used in the study.

1. Questionnaire
 1. Extent of the challenges of inclusive education program

implementation with regards to the following aspects as perceived by the

school administrators and the teachers themselves: Teachers’ Competencies,

Monitoring and Evaluating /Teaching Strategies , Classroom

Management ,Teachers Training and Program, Facilities , Instructional

Materials ,Financial Resources and Teachers’ Workload. The questionnaire

was adapted to the study of Javier (2023).

2. Teaching strategies utilized by teachers in implementing SPED

inclusive education program in terms of: Differentiated Instruction strategies;

Universal Design for Learning (UDL), Collaborative Learning, Use of Assistive

Technology and Peer Teaching. The approaches was adapted to the

https://www.bing.com/search?.

3. Academic performance of the SPED learners.

Data Gathering Procedure

The following processes were accustomed to collect the needed data

for the study:

1. Secure a letter of permission to conduct the study from the Schools

Division Superintendent through the Principal.

3. Distribute the questionnaire to the teachers and school heads in the

Silang Elementary School.

4. Questionnaires were gathered and the data comprising of the

evaluation of the school heads and teachers tabulated and analyzed.

 5. Finally, the results were treated statistically to find the significant

relationship in the assessment of the two group of respondents as to the

aforementioned variables.

Statistical Treatment of the Data

The following statistical tools for the interpretation of results according

to sub-problems were used.

1. Frequency. It is the actual response to a specific item/question in

the questionnaire where the respondent ticks his choice.

2. Percentage. This was used as descriptive statistics which describes

a part of the whole.

3. Weighted Mean. This was used to get the average frequency of

the responses in each weighted item.

Formula:

(f5 x 5) + (f4 x 4) + (f3 x 3) + (f2 x 2) + (f1 x 1)

4. To assess the extent of the challenges of inclusive education program

implementation as assess by teachers and themselves Likerts’ Scale was

used. Its interpretation as follows:

Scale Range Verbal Interprétation

5 (4.20-5.00) High Extent (HC)

4 (3.40-4.19) Extent (E)

3 (2.60-3.39) Moderately Extent (ME)

2 (1.80-2.59) Least Extent (LE)

1 (1.00-1.79) No Extent (NE)

 6. To assess the level of teaching strategies utilized by teachers in

implementing SPED inclusive education program Likerts’ Scale was used. Its

interpretation as follows:

Scale Range Verbal Interprétation

5 (4.20-5.00) High Utilized (HU)

4 (3.40-4.19) Utilized (U)

3 (2.60-3.39) Moderately Utilized (MU)

2 (1.80-2.59) Least Utilized (LU)

1 (1.00-1.79) Not Utilized (NU)

7. To the academic performance of the SPED learners. Its interpretation as

follows:

Performance Level Verbal Interpretation

92 and above Full Mastery
83% - 91% Near Full Mastery
75% - 82% Mastery
51% - 74% Near Mastery
25% - 50% Low Mastery
24% and below No Mastery

8. To know the significant relationship in the assessment of the two

group of respondents Kendall’s Tau, which measures the relationship

between two columns of ranked data.

The formula to calculate Kendall’s Tau, often abbreviated τ, is as

follows:

τ = (C-D) / (C+D)

where:

C = the number of concordant pairs

 D = the number of discordant pairs

CHAPTER 4

Presentation, Analysis and Interpretation of Data

Sub-problem no. 1. What is the extent of the challenges

of inclusive education program implementation with regards to the

following aspects as perceived by the school administrators and the

teachers themselves:

1.1.Teachers Competence

Table 4 shows the extent of the challenges of inclusive education

program implementation with regards to the Teachers competence perceived

by the school administrators and the teachers themselves.

As showed in the data, the extent of the challenges of inclusive

education program implementation with regards to the Teachers competence

perceived by the school administrators and the teachers themselves, all the

criteria rated as extent, Modifying lessons and assignments for learners,

Adapting lesson materials, Designing a variety of alternative instructional

strategies, and Effective use of different teaching strategies with weighted

mean of 4.05, 4.06, 4.08, 4.08, and 4.06 respectively.

Generally the composite mean of 4.07, interpreted as extent, implied

that there is a need to upgrade the teachers competence. These results

could indicate that the selected public schools need more SPED teachers

with competence and provide assistance to the regular teachers in

managing.

Table 4

Extent of the Challenges of Inclusive Education Program

as to Teachers Competence

TVL Weighted
School Heads
Criteria Teachers Mean
WM VI WM VI WM VI
1.Modifying lessons and 4.00 E 4.10 E 4.05 E
assignments for learners.
2.Adapting lesson materials. 4.00 E 4.12 E 4.06 E
3.Designing learning activities for 4.00 E 4.15 E 4.08 E
all learners.
4. Designing a variety of E E E
alternative instructional 4.00 4.15
4.08
strategies.
5. Effective use of different 4.00 E 4.12 E 4.06 E
teaching strategies
Composite Mean 4.00 E 4.13 E 4.07 E

Scale Range Verbal Interprétation

 5 (4.20-5.00) Highly Extent (FE)

4 (3.40-4.19) Extent (E)

3 (2.60-3.39) Moderately Extent (ME)

2 (1.80-2.59) Least Extent (LE)

1 (1.00-1.79) No Extent (NE)

These findings were analogous to the work of Paraan (2020), the

basic education technical adviser of Save the Children Philippines, described

that there are so many barriers in addressing the education of children with

special needs, among them are the teachers' lack of sign language

awareness or proficiency, insufficient budget for inclusive education, and

weak classroom management manifested by insufficient pacing, inadequate

use of resources, lack of educational dialogue, absence of healthy learning

opportunities for children with disabilities. She added that before the training

conducted by the “Kabataan Aralin sa Lahat Ibahagi (KASALI)” Program,

teachers who have workloads and need to teach children with disabilities

were unaware that some of their behaviors, such as constantly naming

children or sorting them by talent, are considered ways of prejudice.

1.2. teachers training and program

Table 5 describes the extent of the challenges of inclusive education

program implementation with regards to the Teachers Training and Program

perceived by the school administrators and the teachers themselves.

As described by the data, the extent of the challenges of

inclusive education program implementation with regards to the Teachers

Training and Program perceived by the school administrators and the

teachers themselves, all of the criteria were assessed as extent; Number of

teachers sent to training and workshop in inclusive education, Availability in

the division demonstration teaching in inclusive education set-up, Sufficient

programs , conferences, and workshops on how to teach learners with

special education needs, Affordable training fees and Knowing the right of

learners with disability with weighted mean of 3.55, 3,60, 4.00, 3.83, and

3.88.

Generally the composite mean of 3.77, interpreted as extent, implied

that there is a need to send the teachers to Training and Program to upgrade

their competence and

Table 5

Extent of the Challenges of Inclusive Education Program

as to Teachers Training and Program

TVL Weighted
School Heads
Criteria Teachers Mean
WM VI WM VI WM VI
1. Number of teachers sent to E E
training and workshop in 3.45 E 3.65
3.55
inclusive education
2. Availability in the division E E E
demonstration teaching in 3.75 3.45
3.60
inclusive education set-up.
3. Sufficient programs , E E E
conferences, and workshops on 4.00 4.00
how to teach learners with 4.00
special education needs.
 4. Affordable training fees. 4.00 E 3.65 E 3.83 E

5. Knowing the right of learners 4.00 E 3.75 E 3.88 E

with disability.
Composite Mean 3.84 E 3.70 E 3.77 E

in application to teaching and learning by the SPED teachers and even the

inclusive education teachers.

These findings were parallel to Ecoben, (2019), the teachers were

favorable of inclusive education. However, they need to attend seminars and

workshops. This connotes that teachers participate in trainings on inclusive

education and they need to observe more actual demonstration teaching to

learn diverse teaching strategies and techniques on how to manage learners

in an inclusive setting. Moreover, It provides the teachers with the chance to

continue their professional development and learn new ways, approaches,

tactics, abilities, and tools.

1.3. Instructional materials

Table 6 exhibits the extent of the challenges of inclusive education

program implementation with regards to the Teachers Training and

Program perceived by the school administrators and the teachers

themselves.

As exhibited in the table, the extent of the challenges of inclusive

education program implementation with regards to the Instructional

Materials perceived by the school administrators and the teachers

themselves rated as extent, Appropriateness of self learning

 modules, textbooks, pamphlets, study guide, and manuals,

Availability of braille, large print books, audio and digital text,

Accessibility of computers, graphing calculators and tablets, Quantity

and quality charts of real objects, photographs and transparencies,

and Availability of slides, tapes, films, filmstrips, television, video,

multimedia with weighted mean of 3.45, 3.60, 4.02, 3.55, and 3.61

respectively.

Generally the composite mean of 3. 45 interpreted as extent, implied that

the

Extent of the Challenges of Inclusive Education Program as to

instructional materials that there is great need of instructional materials

for the sustainability of the program.

These findings were coherent to Nishan, (2018), cited resources

needed for differentiated teaching-learning for learners with special

educational needs in inclusive classrooms to maintain their interest

was also found to be a concern.

Table 6

Extent of the Challenges of Inclusive Education Program

as to Instructional Materials

TVL Weighted
School Heads
Criteria Teachers Mean
WM VI WM VI WM VI
1. Appropriateness of self 3.45 E 3.45 E 3.45 E
learning modules, textbooks,
pamphlets, study guide, and
manuals.
2. Availability of braille, large E E E
print books, audio and digital 3.75 3.45
3.60
text.
3. Accessibility of computers, 4.00 E 4.03 E 4.02 E
graphing calculators and tablets.
4. Quantity and quality charts of E E E
real objects, photographs and 3.65 3.45
3.55
transparencies.
5. Availability of slides, tapes, E E E
films, filmstrips, television, video, 3.45 3.76
3.61
multimedia.
Composite Mean 3.45 E 3.76 E 3.45 E

These conclusions indicate that the school's instructional materials

need to be extensively upgraded and improved.

1.4 .Financial Resources

Table 7 depicts the extent of the challenges of inclusive education

program implementation with regards to the Financial Resources

perceived by the school administrators and the teachers themselves.

Table 7

Extent of the Challenges of Inclusive Education Program

as to

Financial Resources

Criteria TVL Weighted

School Heads
Teachers Mean
WM VI WM VI WM VI
1. Adequate funding for the E E
program is provided n the 4.00 E 4.20 4.10
Maintenance and Other
Operating Expenses (MOEE).
2. Available financial support E E E
form Local Government Unit 3.75 3.45 3.60
(LGU) through School Governing
Council (SGC)
3. Donations from Non- 4.00 E 4.03 E 4.02 E
government Unit (NGO)
4. Donations from stakeholders. 3.85 E 4.05 E 3.95 E

5. Sufficient funds from program E E E

and activities of school 3.75 3.76 3.76
organizations.
Composite Mean 3.87 E 3.10 E 3.87 E

As exhibited in the table, the extent of the challenges of inclusive

education program implementation with regards to the Financial

Resources rated all the criteria as extent, Adequate funding for the

program is provided n the Maintenance

and Other Operating Expenses (MOEE), Available financial support form

Local Government Unit (LGU) through School Governing Council (SGC),

Donations from Non-government Unit (NGO), and Sufficient funds from

program and activities of school organizations, with weighted mean of 4.10,

3.60, 4.02, 3.95, and 3.76.

Generally, the composite mean of 3.87 rated as extent, implied that

the Extent of the Challenges of Inclusive Education Program as to

financial resources that the two groups of respondents is confident about

having the necessary financial means to undertake an inclusive education

 program. However, they need to put more effort at raising funds through

various projects. A lack of facilities and qualified teachers can be

attributed to inadequate budget. These inadequate facilities have an

impact on the program's participants and the success of inclusion.

These findings were parallel to the recommendations of the

researcher Mngo and Mngo (2018), considering the financial limitations

faced by the program, it will only be able to acquire useful assistive

resources through partnerships.

1.5 .Teachers Workload

Table 8 reveals the extent of the challenges of inclusive education

program implementation with regards to the Teachers Workload perceived by

the school administrators and the teachers themselves.

As revealed in the data, the extent of the challenges of inclusive

education program implementation with regards to the Teachers Workload

perceived by the school administrators and the teachers themselves

evaluated as extent; Preparing administrative paperwork and reports,

Requiring time for extra-curricular activities, Assessing the skills of learners

to determine their needs, and develop teaching plan, Collaborating with

special education teachers about curriculum adaptations and modifications,

and Monitoring students progress through data collection and providing

especially designed instructions for learners with weighted mean of 3.78,

3.60, 4.02, 4.08 and 4.14.

Table 8
 Extent of the Challenges of Inclusive Education Program as to

Teachers Workload

TVL Weighted
School Heads
Criteria Teachers Mean
WM VI WM VI WM VI
1. Preparing administrative 4.00 E 3.55 E 3.78 E
paperwork and reports.
2.Requring time for extra- 3.75 E 3.45 E 3.60 E
curricular activities.
3. Assessing the skills of learners E E E
to determine their needs, and 4.00 4.03 4.02
develop teaching plan.
4. Collaborating with special E E E
education teachers about 4.10 4.05 4.08
curriculum adaptations and
modifications.
5. Monitoring students progress E E E
through data collection and 4.12 4.15 4.14
providing especially designed
instructions for learners.
Composite Mean 3.99 E 3.84 E 3.92 E

Generally, the composite mean of 3.92, evaluated as extent implied that the

extent of the challenges of inclusive education program implementation with

regards to the Teachers Workload perceived by the school administrators and

the teachers themselves that teachers need to provide a channel for

strengthening the lessons learned in the classroom and offering students the

opportunity to apply academic skills in a real-world context. Based on the

findings of the study, revealed that the schools have slight opportunities with

lots of challenges like a lack of commitment, collaboration and awareness

among teachers and parents towards children with special needs.

 These findings were analogous to the study of Javier (2023), aimed to

determine the extent of the challenges in inclusive education program

implementation of selected public schools in District II, Division of Pasig City

which served as basis for an action plan development for the school year

2023 – 2024. The study used the descriptive method of research with the

survey questionnaire as the data-gathering instrument. The respondents

were 24 school administrators and 82 teachers from the three selected public

schools in the District II, Division of Pasig City. The statistical tools used were

the percentage, weighted mean and t-test. The salient findings of the study

based on the questions raised are the following: (1) The school administrators

and the teacher respondents perceived the extent of the challenges of

inclusive education program implementation at a high extent as evidenced

by the weighted means 3.70 and 3.87, respectively. However, the variables

on teachers’ training programs, instructional materials, and financial

resources were only at a moderate extent as evidenced by the overall

weighted means of 3.24, 3.41, and 3.39, respectively. (2) There was no

significant difference between the school administrators and the teacher

respondents’ perceptions on the extent of the challenges of inclusive

education program implementation as regards teachers’ teaching

competencies on evaluating and monitoring, teaching strategies, classroom

management, teachers training and programs, facilities, instructional

materials, financial resources and teachers’ workload. (3) An action plan was
developed based on the findings of the study to improve the inclusive

education program implementation.

Table 9 divulges the summary of the extent of the challenges of

inclusive education program implementation perceived by the school

administrators and the teachers themselves.

As divulged in the data, the summary of extent of the challenges of

inclusive education program implementation as perceived by the two groups

of respondents all the variables were evaluated as extent, Teachers

Competence, Teachers training and program, Instructional materials,

Financial Resources and Teachers Workload with weighted mean of 4.07,

3.77, 3.62, 3.89, and 3.92.

Mostly, the composite mean of 3.85 rated as extent by the two group

of respondents implied that the respondents were well- prepared, but in

order for the teachers to successfully implement the inclusive education

program, it necessitates skilled, knowledgeable and competent teachers

who are able to foster the required ethics, self-confidence and support in

learners with special educational needs. It is clearly shown that the school

administrators and the teacher respondents from selected public school

are equipped for the implementation of an inclusive education program.

However, improvements are still needed in terms of trainings and

programs, resource materials and sourcing more funds to make positive

connections with learners' knowledge, experience, and identity.

 This findings were coherent in Japan, according to Yoneda, (2020), the

ultimate goal of inclusive education curriculum is independent living and

the social participation of the individuals with intellectual and

developmental disabilities, as well as other disabilities. The focus of the

inclusive education system has shifted from the location in

Table 9

Summary of Extent of the Challenges of Inclusive Education

Program

TVL Weighted
School Heads
Variables Teachers Mean
WM VI WM VI WM VI
1.1.Teachers Competence 4.00 E 4.13 E 4.07 E
1.2. Teachers training and E E E
program 3.84 3.70 3.77
1.3. Instructional materials 3.45 E 3.76 E 3.62 E
1.4 .Financial Resources E E E
3.87 3.10 3.89
1.5.Teachers Workload E E E
3.99 3.84 3.92
Composite Mean E E 3.85 E
3.83 3.71

which classes and support are offered to students with disabilities, to the

content that best meets the needs of students with disabilities of every

type

Sub Problem no. 2. What are the teaching strategies

utilized by teachers in implementing SPED inclusive education

program in terms of:

2.1. Differentiated Instruction strategies;

 Table 9 discloses the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Differentiated

instruction strategies as perceived by the school administrators and the

teachers themselves.

Table 9

Teachers Teaching Strategies Utilized as to Differentiated

Instruction Strategies

TVL Weighted
School Heads
Approaches Teachers Mean
WM VI WM VI WM VI
1.Flexible Grouping: Group students U U U
based on their abilities, interests, or
learning styles. 4.00 4.13 4.07
2.Tiered Assignments: Create U U U
assignments with varying levels of
difficulty to challenge all students
appropriately2. 3.84 3.70 3.77
3.Choice Boards: Provide students U U U
with options for how they can
demonstrate their understanding, 3.45 3.76
catering to different learning
preferences2. 3.62
4.Scaffolded Instruction: Offer U U U
support structures to help students
progress in their learning, gradually
removing these supports as they
become more proficient2. 3.87 3.10 3.89
5.Use of Technology: Integrate U U U
technology to provide personalized
learning experiences and resource 3.99 3.84 3.92
Composite Mean U U 3.85 U
3.83 3.71

Scale Range Verbal Interprétation

 5 (4.20-5.00) Highly Utilized (HU)

4 (3.40-4.19) Utilized (U)

3 (2.60-3.39) Moderately Utilized (MU)

2 (1.80-2.59) Least Utilized (LU)

1 (1.00-1.79) Not Utilized (NU)

As revealed in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Differentiated

instruction strategies as perceived by the school administrators and the

teachers themselves rated as utilized;

Flexible Grouping, Tiered Assignments, Choice Boards, Scaffolded Instruction, and

Use of Technology with weighted mean of 4.07, 3.77, 3.62, 3.89, and 3.92

correspondingly.

Generally, the composite mean of 3.85 rated as utilized implied

teaching strategies utilized by teachers in implementing SPED inclusive

education program in terms of Differentiated instruction strategies must be

utilized to improve the academic performance of the SPED leaners in

inclusive education .

This finding is supported by Alshutwi et al. (2020) whose findings

demonstrated that inclusion setting improves academic performance, social

interaction, and self-esteem of the deaf and those with hearing difficulties.

They recommended that these learners should gain access to a ‗good

inclusion setting‘. Therefore, policymakers and educators must advocate the

need for advancing special approaches for such children.

2.2. Universal Design for Learning (UDL)

Table 10 discloses the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Universal Design

for Learning (UDL) strategies as perceived by the school administrators and

the teachers themselves.

As revealed in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Universal Design

for Learning (UDL) strategies as perceived by the school administrators and

the teachers themselves rated as utilized; Proactive Approach, UDL Guidelines,

Critical Elements, and Network and Collaboration, with weighted mean of,

3.55, 3.54, 3.55, and 3.75.

Table 10

Teachers Teaching Strategies Utilized as to Universal Design for

Learning (UDL)

TVL Weighted
School Heads
Approaches Teachers Mean
WM VI WM VI WM VI
1.Proactive Approach: designed to U U U
proactively address common and
systemic learning barriers. 3.45 3.65 3.55
2.UDL Guidelines: Provide concrete U U U
suggestions that can be applied
across various disciplines to ensure
all learners can access and
participate in meaningful,
challenging learning opportunities. 3.75 3.33 3.54
3.Critical Elements: Implementation 3.65 U 3.45 U 3.55 U
involves a reverse design
instructional process that includes
establishing clear goals,
anticipating learner variability,
 creating measurable assessments
and outcomes, designing
instructional experiences, and
reflecting on and understanding the
learning process
4.Network and Collaboration: U U U
Supports the development and use
of UDL best practices, fosters
interdisciplinary research, and
enables collaboration among
education stakeholder. 3.75 3.75 3.75
Composite Mean U U 3.60 U
3.65 3.55

Generally, the composite mean of 3.60 interpreted as utilized discloses

the teaching strategies utilized by teachers in implementing SPED inclusive

education program in terms of Universal Design for Learning (UDL) strategies

It also implied that utilization of UDL can help to improve the academic

performance of the SPED learners.

This findings were analogous to the work of Vacaro et al., (2019) cited

that the best teaching strategies in teaching learners with special

educational needs are by giving them a concrete object, multimedia, and

other technologies that help them to easily understand the lessons, making

them actively listen and participate in class.

2.3. Collaborative Learning

Table 11 unveils the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Collaborative

Learning strategies as perceived by the school administrators and the

teachers themselves.
 As unveiled in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Collaborative

Learning strategies as perceived by the school administrators and the

teachers themselves rated as utilized, Shared Goals, Interdependence,

Interaction, Individual Accountability and Group Processing with weighted mean of

4.07, 3.77, 3.62, 3.89 and 3.45 respectively.

Usually, the composite mean of 3.84 interpreted as utilized teaching

strategies utilized by teachers in implementing SPED inclusive education

program in terms of Collaborative Learning strategies as perceived by the

school administrators and the teachers themselves. This implied that there is

in dire need to utilized Collaborative Learning strategies in improving the

academic performance of the SPED learners.

This findings were equally with Ecoben, (2019), reiterated that the

teachers were favorable of inclusive education. However, they need to

attend seminars and workshops. This connotes that teachers participate in

trainings on inclusive education and they need to observe more actual

demonstration teaching to learn diverse teaching strategies and techniques

on how to manage learners in an inclusive setting. Moreover, It provides the

teachers with the chance to continue their professional development and

learn new ways, approaches, tactics, abilities, and tools.

Table 11

Teachers Teaching Strategies Utilized as to Collaborative Learning

Approaches School Heads TVL Weighted

 Teachers Mean
WM VI WM VI WM VI
1.Shared Goals: Students work U U U
towards common objectives,
fostering a sense of unity and
purpose. 4.00 4.13 4.07
2.Interdependence: Each member’s U U U
contribution is crucial, promoting
mutual support and accountability. 3.84 3.70 3.77
3.Interaction: Active communication U U U
and negotiation are essential,
3.45 3.76
enhancing understanding and
critical thinking. 3.62
4.Individual Accountability: While U U U
working in groups, each student is
responsible for their own learning
and contribution. 3.87 3.10 3.89
5.Group Processing: Reflecting on U U U
group dynamics and outcomes
helps improve future collaboration 3.83 3.71 3.85
Composite Mean U U 3.84 U
3.80 3.68

Thus, Paulsrud & Nilholm, (2020), providing instruction to many

student groups, including those with special needs, in a general educational

setting, in a flexible style, and meeting learning needs is known as inclusive

education.

Collaborative teaching according to Aliakbari & Valizadeh (2023), is

considered a new variation of the traditional team-teaching model, typically

characterized as involving two general education teachers working together

to meet the needs of a particular group of students.

2.4. Use of Assistive Technology

Table 12 releases the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Assistive

Technology strategies as perceived by the school administrators and the

teachers themselves.

As revealed in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Assistive

Technology strategies as perceived by the school administrators and the

teachers themselves rated as utilized; Use text-to-speech, Collect highlighted

text, Maintain closed captioning with multiple tabs open, Practice for new social

situations using virtual reality and Supporting families in their home language with

weighted mean of 3.88, 3.77, 3.62, 3.89 and 3.85 respectively.

Generally, the composite mean of 3.80 interpreted as utilized in teaching

strategies utilized by teachers in implementing SPED inclusive education

program in terms of Assistive Technology strategies as perceived by the

school administrators and the teachers themselves. This implied that

utilization of Assistive Technology strategies can lead to greater benefit in

teaching SPED learners.

This findings were same as Constantino et al. (2018) realized that there

was only initial proof of how technology can support the inclusion of deaf

learners in mainstream schools. They argued that there is less requirement

for research on technologies specialized in incapacity or disability. They

underscored that there is a foremost necessity for technology integration

and investigation on its real-world usefulness, to the inclusion of all learners

in the mainstream classrooms.

Table 12
 Teachers Teaching Strategies Utilized as to Assistive Technology

TVL Weighted
School Heads
Approaches Teachers Mean
WM VI WM VI WM VI
1. Use text-to-speech- Students who U U U
are less comfortable with reading
can listen and follow along with the 3.88
highlighted text. 3.75 4.00
2. Collect highlighted text. use a U U U
digital highlighter to mark notes by
subject and organize them by color. 3.84 3.70 3.77
3. Maintain closed captioning with U U U
multiple tabs open. Use technology
to create, adapt and personalize
learning experiences that foster 3.45 3.76
independent learning and
accommodate learner differences
and needs." 3.62
4.Practice for new social situations U U U
using virtual reality. Using Google
Cardboard or Code spaces EDU,
have students practice interactions
with prescriptive phrases
responding to police officers or
other people in the community. 3.87 3.10 3.89
5.Supporting families in their home U U U
language. Translation tools, such as
Google Translate, make it possible
to communicate with families about
a broad range of topics in many
languages.
3.83 3.71 3.85
Composite Mean U U 3.80 U
3.75 3.65

2.5. Peer Teaching

Table 13 issues the teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Peer Teaching

strategies as perceived by the school administrators and the teachers

themselves.
 Table 13

Teachers Teaching Strategies Utilized as to Peer Teaching

TVL Weighted
School Heads
Approaches Teachers Mean
WM VI WM VI WM VI
1. Pairing students with varying U U U
levels of proficiency or abilities 3.78
to support each other's learning. 3.45 4.10
2. Provides academic assistance 3.84 U 4;12 U 3.98 U
3. Promotes social interaction U U U
3.75 3.76
and mutual respect 3.76
4. Promotes peer interaction, U U U
communication skills, and
teamwork while fostering a
sense of community and
inclusion 3.85 3.75 3.80
5. Students might participate in U U U
a group project where they
research and present different
aspects of a topic, drawing upon
each other's strengths and
knowledge. 3.75 3.85 3.80
Composite Mean 3.82 U
3.73 U 3.92 U
As issued in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program in terms of Peer Teaching

rated as utilized; Pairing students with varying levels of proficiency or

abilities to support each other's learning, Provides academic assistance,

Promotes social interaction and mutual respect, Promotes peer interaction,

communication skills, and teamwork while fostering a sense of community

and inclusion and Students might participate in a group project where they

research and present different aspects of a topic, drawing upon each other's
strengths and knowledge with weighted mean of 3.78, 3.98, 3.76, 3.80, and

3.80 respectively.

Generally, the composite mean of 3.82 interpreted as utilize, implied

that this strategies must be applied and the school administrators must

provide trainings to cope up this challenges in inclusive education.

These findings were similar to the study of Barnido, (2018), according

to him, the teachers' instructional strategies are successful in helping the

students' practices, as agreed upon by both the school administrators and

the teacher respondents, however, they still have to work to have a better

range of teaching techniques, communicate through secondary channels,

and employing practical teaching strategies to promote students’

involvement and exerting extra effort to help learners participate, connect,

and add excitement to the content being delivered.

Table 14 explains the summary of teaching strategies utilized by

teachers in implementing SPED inclusive education program as perceived by

the school administrators and the teachers themselves.

As explained in the data, teaching strategies utilized by teachers in

implementing SPED inclusive education program, all strategies rated as

utilized, Differentiated Instruction strategies, Universal Design for Learning

(UDL), Collaborative Learning, and Peer Teaching, with weighted mean of

3.85, 3.60, 3.84, and 3.82.

 Generally, the composite mean of 3.78, evaluated as utilized, simply

implied that there is an excessive needs of using this strategy to improved

the academic performance of the SPED learners.

Table 14

Summary of Teachers Teaching Strategies Utilized

TVL Weighted
School Heads
Strategies Teachers Mean
WM VI WM VI WM VI
2.1. Differentiated Instruction 3.85 U
3.83 U 3.71 U
strategies
2.2. Universal Design for U U U
Learning (UDL) 3.65 3.55 3.60
2.3. Collaborative Learning 3.80 U 3.68 U 3.84 U
2.4. Use of Assistive Technology U U U
3.75 3.65 3.80
2.5. Peer Teaching U U U
3.73 3.92 3.82
Composite Mean 3.78 U
3.75 U 3.70 U

These findings were coherent to a report released in 2019 by the

Philippine Institute of Development Studies (PIDS), which also exposed the

difficulties in implementing special education in the Philippines. The study

found a variety of obstacles that hampered teachers from adopting inclusive

practices in the classroom, such as inadequate classroom management,

insufficient materials for classes, lack of educational dialogue, and teachers’

lack of sign language proficiency according to Magsambol, (2020).

 Sub-Problem No. 3. What is the academic performance of SPED

learners in Cluster 4 in Pateros?

Table 15 presents the academic performance of SPED learners in

Cluster 4 in Division of Taguig and Pateros.

Table 15

Academic Performance of the SPED Learners

School Year MPS Description

2021-2022 60.45 Average
2022-2023 62.75 Average
2023-2024 63.35 Average
Over all MPS 62.18 Average
For Interpretation (DepEd Memo No. 160, s. 2012)

MPS Descriptive Equivalent

96 – 100% Mastered
86 – 95% Closely Approximating Mastery
66 – 85% Moving Towards Mastery
35 – 65% Average
15 – 34% Low
5 – 14% Very Low
0 - 4% Absolutely No Mastery

As the data presented, the MPS of SPED learners in the year2021-2022,

is 60.45%, in 2022-2023, is 62.75% and for the school year 2023-2024 is

63.35 % all described as average.

The overall MPS is 62.18% which is interpreted as average. Even

though it was improving, still there is a need to garner the moving toward

mastery description.
 This implied that the MPS of the SPED learners must have to improve

by utilizing the different teaching strategies suited to their needs in inclusive

education.

These findings were similarly in the study of Mokaleng & Mowes (2020) it

was reported that 86 out of 90 respondents (95.5%) felt that for inclusion to

be successful, teachers need supportive leadership but 76 respondents

(84.5%) were of the view that lack of support for teachers and enhanced

negative attitudes towards inclusive education. The other causes found that

85 of the teachers (94.4%) were of the view that in order for inclusion to

succeed, teachers must receive in-service training in educating learners with

special educational needs. Other issues were also found that 86 of the

teachers (96.6%) were of the opinion that adequate resources should be

allocated to schools to cater for the diverse needs of all learners and 77 of

the teachers (85.5%) were also of the view that a flexible curriculum granted

all children a chance to learn and benefit from education.

Sub Problem No. 4. Is there a significant relationship between

the extent of challenges of inclusive education program

implementation and the academic performance of Sped teacher in

Cluster 6 Division of Taguig and Pateros?

Table 16 presents significant relationship between the extent of

challenges of inclusive education program implementation and the academic

performance of Sped Learners in Cluster 6 Division of Taguig and Pateros.

 Table 16
Significant Relationship

Variables Correlatio Critical df Interpretati Decision

n Ratio Value on
@.0.05
Extent of
challenges of
0.1797 0.4485 20 Not- Reject
inclusive significant
education
program
implementation
vs the academic
performance of
Sped Learners

Given in the data, the computed correlation value of 0.1797 is less

than the critical value of 0.4485 at five percent level of significant, with 20

degrees of freedom. It signifies that there is not significant which led to reject

the hypothesis. Furthermore, there is medium negative correlation between

the extent of challenges of inclusive education program implementation and

the academic performance of Sped Learners in Cluster 6 Division of Taguig

and Pateros. This shows that there is a non- significant small positive

relationship between the extent of challenges of inclusive education program

implementation and the academic performance of Sped Learners in Cluster 6

Division of Taguig and Pateros.

Sub Problem No. 5. Is there a significant relationship between

the extent of strategies utilized by teachers and the academic

performance of the SPED Learners.

Table 17 exposes significant relationship between the extent of

strategies utilized by teachers and the academic performance of the SPED

Learners.
 Table 16
Significant Relationship

Variables Correlatio Critical df Interpretati Decision

n Ratio Value on
@.0.05
Extent of
strategies
-0.3481 0.1325 20 Not Reject
utilized vs the Significant
academic
performance of
Sped Learners

Given in the data, the computed correlation value of - 0.3481 is less

than the critical value of 0.1325 at five percent level of significant, with 20

degrees of freedom. It signifies that there is not significant which led to reject

the hypothesis. Furthermore, there is medium negative correlation between

the extent of strategies utilized and the academic performance of Sped

Learners in Cluster 6 Division of Taguig and Pateros. This shows that there is

no significant relationship between the extent of strategies utilized and the

academic performance of Sped Learners in Cluster 6 Division of Taguig and

Pateros.

Sub Problem No.6. Based on the findings, what action plan can

be proposed?

Table 18 explains the Proposed Action Plan.

Given the facts presented from the study being conducted, the

researchers came out in crafting a teachers’ Action Plan in order to address

the challenges of inclusive education program implementation.

Table 18
 Action Plan

Findings Activities Objectiv Time Expecte Person’s Sources Success

es Frame d Involved of Funds Indicator
Outcome s
1.1.Teac Capacitate Improve May- Improve School MOEE 100 %
hers teachers the June teachers Head , Teachers
Compete competence teachers 2024 compete Master compete
nce, trough compete nce Teacher nt
seminar, nce by s, Head
training , lac providin teachers
session, and g SPED
In-service seminar, Teacher
Training training , s,
lac Inclusive
session, Teacher
and In- s
service
Training.
1.2. Send Upgrade Year Improve School MOEE 85%
Teachers Teachers to the level round teachers Head , academi
training SPED of SPED pedagog Master c
and workshops, teachers y and Teacher performa
program, Budget Train approac s, Head nce
allocation in teachers hes in teachers improve
the training to teaching SPED ment of
and become SPED Teacher SPED
workshop more classes s, learners
for SPED effective Inclusive
teachers. teachers Teacher
in s
handling
SPED
learners.
Allocate
budget
in School
Operatin
g Budget
1.3. Allocate Provide Every Improve School MOEE 85%
Instructi budget from instructi quarter academi Head , academi
onal School onal c Master c
material Maintenanc material performa Teacher performa
s e & Other s for nce of s, Head nce
Operating SPED SPED teachers improve
Expenditure learners. learners SPED ment of
s(MOOE) Every Teacher SPED
quarter s, learners
Teachers Provide Inclusive
motivate to Teacher Teacher
find time in made s
making instructi
their own onal
instructional material
materials. s.
1.4 .Fina Tap other Involve During Build School SEF 85%
ncial stakeholders partners Brigada Partners Head , budget Budget
Resource LGU , parents in Eskwela hip to Master NGO Allocatio
s and other financial And stakehol Teacher and n
partners in
allotting
resource opening ders s, Head other
resources., s to of teachers private
augment classes SPED individu
the Teacher al
scarcity s, donatio
of funds. Inclusive n
To have Teacher
addition s
al funds
form
other
sources.
1. Allocate Focus Year Concentr School MOOE 75%
5 .Teach number of the round ation in Head , Capabilit
ers subject attention the work Master y of the
Workloa depend of the as SPED Teacher SPED
d upon the SPED teacher. s, Head teachers
disability of teachers teachers
the SPED to the SPED
learners, SPED Teacher
No learners. s,
additional Inclusive
ancillary Teacher
and other s
task
 CHAPTER 5

Summary, Conclusions, and Recommendations

Summary

The final chapter presents the summary of the findings

gathered from the study and out of these findings related

conclusions and recommendations were made.

From the analysis of data, the salient findings of the study are as

follows:

1.On the extent of the challenges of inclusive education

program implementation with regards to the following aspects as

perceived by the school administrators and the teachers

themselves:
 Mostly, the composite mean of 3.85 rated as extent by the two group

of respondents implied that the respondents were well- prepared, but in

order for the teachers to successfully implement the inclusive education

program, it necessitates skilled, knowledgeable and competent teachers

who are able to foster the required ethics, self-confidence and support in

learners with special educational needs. It is clearly shown that the school

administrators and the teacher respondents from selected public school

are equipped for the implementation of an inclusive education program.

However, improvements are still needed in terms of trainings and

programs, resource materials and sourcing more funds to make positive

connections with learners' knowledge, experience, and identity.

2. On the teaching strategies utilized by teachers in

implementing SPED inclusive education program:

The composite mean of 3.78, evaluated as utilized, simply implied that

there is an excessive needs of using this strategy to improved the academic

performance of the SPED learners.

3. On the academic performance of SPED learners in Cluster 4

in Taguig -Pateros Division:

The overall MPS is 62.18% which is interpreted as average. Even

though it was improving, still there is a need to garner the moving toward

mastery description.
 This implied that the MPS of the SPED learners must have to improve

by utilizing the different teaching strategies suited to their needs in inclusive

education.

4.On the significant relationship between the extent of

challenges of inclusive education program implementation and the

academic performance of Sped teacher in Cluster 6, Taguig-Pateros

Division:

There is a non- significant small positive relationship between the

extent of challenges of inclusive education program implementation and the

academic performance of Sped Learners in Cluster 6 Division of Taguig and

Pateros.

5. On the significant relationship between the extent of

strategies utilized by teachers and the academic performance of the

SPED Learners.

There is non- significant relationship between the extent of

strategies utilized by teachers and the academic performance of the SPED

Learners which led to reject the hypothesis. Furthermore, there is medium

negative correlation between the extent of strategies utilized and the

academic performance of Sped Learners in Cluster 6 Division of Taguig and

Pateros. This shows that there is no significant relationship between the

extent of strategies utilized and the academic performance of Sped Learners

in Cluster 6 Division of Taguig and Pateros.

6. On the action plan that can be proposed:

 Given the facts presented from the study being conducted, the

researchers came out in crafting a teachers’ Action Plan in order to address

the challenges of inclusive education program implementation.

Conclusions

Based on the summary of findings, conclusions were drawn:

1.The extent of challenges of inclusive education program

implementation with regards to the Teachers’ Competencies, Teachers

Training and Program, Instructional Materials, Financial Resources, and

Teachers’ Workload as perceived by the school administrators and the

teachers themselves rated as extent that they are equipped for the

implementation of an inclusive education program.

2. The teaching strategies utilized by teachers in implementing SPED

inclusive education program terms of Differentiated Instruction strategies,

Universal Design for Learning (UDL), Collaborative Learning, Use of Assistive

Technology and Peer Teaching rated as utilize.

3. The academic performance of SPED learners in Cluster 4 in Taguig -

Pateros Division is interpreted as average, but need to improve to garner the

nearing mastery.

4. There is a non- significant small positive relationship between the

extent of challenges of inclusive education program implementation and the

academic performance of Sped Learners in Cluster 6 Division of Taguig and

Pateros.
 5. There is non- significant relationship between the extent of

strategies utilized by teachers and the academic performance of the SPED

Learners which led to reject the hypothesis.

6. An Action Plan was proposed to address the extent of challenges of

inclusive education program implementation with regards to the Teachers’

Competencies, Teachers Training and Program, Instructional Materials, Financial

Resources, and Teachers’ Workload as perceived by the school administrators and

the teachers themselves rated as extent that they are equipped for the

implementation of an inclusive education program.

Recommendations

1.The extent of challenges of inclusive education program

implementation intended to improve the service provision of special

education not just in Cluster 6, Division of Taguig and Pateros but to extend its

parameter to its neighboring cluster and division as well. Program related

recommendations included: network of linkages to further support the

training program of teachers and Instructional Materials.

2. The school administrators should allocate funds for improving

facilities/equipment, quality-teaching materials and instructional resources

for the implementation of inclusive program.

3.Participation from the different stakeholders was necessary because

it was noted as being one of the success factors in different educational

programs in special education. Most importantly, parents should be

considered as active partners in delivering special education, and their

participation should be highly encouraged.

 4.Private sectors and non- government organizations should be

consulted in planning for program development in order to mobilize

resources, because investments in special education were globally limited

and resource mobilization was highly encouraged.

5. Additionally, methodological recommendation includes gaining

insight from the parents and the school administrator as well. This will

provide different perspectives through triangulation.

6. The administrators of the schools involved in this study may

implement the action plan developed by the researcher, the teaching

strategies to make the lessons more interesting and meaningful.

7. Further researches should be conducted to determine other

problems faced in the implementation of the inclusion program.

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