Practices and Challenges in Implementing Inclusive Education in Philippine Elementary Schools

Authors

  • Kennedy A. Beltran College of Development Education, Central Bicol State University of Agriculture, Philippines
  • Shayna A. Agripa College of Development Education, Central Bicol State University of Agriculture, Philippines
  • Angela Janelle O. Bustarga College of Development Education, Central Bicol State University of Agriculture, Philippines
  • Katrina B. Dela Cruz College of Development Education, Central Bicol State University of Agriculture, Philippines
  • Sharmine L. Marmol College of Development Education, Central Bicol State University of Agriculture, Philippines
  • Sofia Jane A. Morallo College of Development Education, Central Bicol State University of Agriculture, Philippines

DOI:

https://doi.org/10.37985/jer.v6i1.2251

Keywords:

Inclusive Education, Special Needs, Practices and Challenges, Elementary Education

Abstract

Inclusive education has become a cornerstone of educational reforms globally. This study investigates practices and challenges to implementing inclusive education in elementary schools within the Pili East District during the 2024–2025 school year. Using an exploratory sequential mixed-methods design, the research combined qualitative interviews with a quantitative survey conducted among teachers teaching learners with special needs in mainstream classrooms. Findings show that schools strive to foster inclusivity but face barriers such as inadequate resources, limited parental involvement, and insufficient teacher training. Effective strategies include differentiated instruction, collaborative policies, and fostering supportive environments. A notable gap is the lack of collaboration between teachers and parents in identifying and addressing learners’ needs. The study recommends that the Department of Education require schools to document learners with special needs to improve data accuracy and better allocate resources. It also advocates for educational campaigns to strengthen the roles of stakeholders in promoting inclusive education.

Downloads

Download data is not yet available.

References

A Guide for ensuring inclusion and equity in education. (2017). In UNESCO eBooks. https://doi.org/10.54675/mhhz2237

Abed, M. G. (2018). Teachers’ perspectives surrounding ICT use amongst SEN students in the mainstream educational setting. World Journal of Education, 8(1), 6. https://doi.org/10.5430/wje.v8n1p6

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 – RA 7277 | National Council on Disability Affairs. (n.d.). https://ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

Baglieri, S., & Shapiro, A. (2017). Disability studies and the inclusive classroom. In Routledge eBooks. https://doi.org/10.4324/9781315642543

Brown, L., & Williams, E. (2018). Efficacy of individualized education programs in special education: A comprehensive analysis. Journal of Special Education, https://www.ijfmr.com/papers/2024/3/20827.pdf

Doménech, A., & Moliner, O. (2014). Families beliefs about inclusive education model. Procedia - Social and Behavioral Sciences, 116, 3286–3291. https://doi.org/10.1016/j.sbspro.2014.01.749

Donohue, D., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African Journal of Education. https://files.eric.ed.gov/fulltext/EJ1137404.pdf

Exec. Order No. 23 S. 2022. CHILD FIND POLICY FOR LEARNERS WITH DISABILITIES TOWARDS INCLUSIVE EDUCATION https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_023.pdf

Fu, W., Tang, W., Xue, E., Li, J., & Shan, C. (2019). The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China. International Journal of Developmental Disabilities, 67(4), 273–282. https://doi.org/10.1080/20473869.2019.1662204

Jardinez, M. J., & Natividad, L. R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182

Josey, P. (2024). Realizing inclusivity in schools. Imanager Publications. https://doi.org/10.26634/jsch.19.3.20379

Khaleel, N., Alhosani, M., & Duyar, I. (2021). The role of school principals in promoting inclusive schools: A teachers’ perspective. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.603241

Marmol-Dado, A. (2024). Instructional leadership and implementation of inclusive education practices of school heads. Journal of Educational and Management Studies, 14, 50–58. https://doi.org/10.54203/jems.2024.6

McMillan, N. M. (2018). Inclusive Education: The benefits and the obstacles. education and human development master's theses. https://soar.suny.edu/bitstream/handle/20.500.12648/5649/ehd_theses/445/fulltext%20%281%29.pdf?sequence=1&isAllowed=y

Mokaleng, M., & Möwes, A. D. (2020). Issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia. Journal of Curriculum and Teaching, 9(2), 78. https://doi.org/10.5430/jct.v9n2p78

Mudgal, M. (2023). Parental involvement: Success for inclusion. International Journal of Research in Special Education. https://www.rehabilitationjournals.com/special-education-journal/article/53/3-1-19-595.pdf

Nishan, F. (2018). Challenges of regular teachers in implementing inclusive education in schools of Maldives. International Journal of Education, Psychology and Counseling, 3(10), 88-102. https://gaexcellence.com/ijepc/article/view/2853/2520

Paguirigan, E. (2020). Teachers’ perceptions of inclusive education: Basis on the development of inclusion guide. Asia Pacific Journal of Multidisciplinary Research. http://www.apjmr.com/wp-content/uploads/2020/04/APJMR-2020.8.2.01.pdf

Pérez, M., & Ríos, N. (2024). The effectiveness of early intervention programs for children with special needs. International Journal of Literacy and Education. https://www.educationjournal.info/article/206/4-2-8-410.pdf

Pingle, S., & Garg, I. (2015). Effect of inclusive education awareness programme on preservice teachers. Retrieved September 23, 2022, from Online Submission website: https://eric.ed.gov/?id=ED560796

Schuelka, M. J. (2014). Constructing disability in Bhutan: Schools, structures, policies and global discourse. https://core.ac.uk/download/pdf/76345618.pdf

SDG Goal 4: Quality Education - UNICEF DATA. (n.d.). GOAL 4: QUALITY EDUCATION Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All. https://data.unicef.org/sdgs/goal-4-quality-education

Smith, A., Prendeville, P., & Kinsella, W. (2017). Using preferred interests to model social skills in a peer-mentored environment for students with special educational needs. International Journal of Inclusive Education, 22(8), 921–935. https://doi.org/10.1080/13603116.2017.1412516

Special Education (SPED) Profile in the Philippines. (n.d.). https://cpbrd.congress.gov.ph/2012-06-30-13-06-51/2012-06-30-13-36-50/1604-ff2023-17-special-education-sped-profile-in-the-philippines

Sumayang, K. R., Celendron, K., Declaro, N. P., & Flandez, D. L. (2022, September). Mainstreaming learners with special needs in a regular classroom: A scoping review. https://files.eric.ed.gov/fulltext/ED645903.pdf

Thompson, S. A., & Timmons, V. (2017). Authentic inclusion in two secondary schools: “It’s the full meal deal. it’s not just in the class. it’s everywhere.” Exceptionality Education International, 27(1). https://doi.org/10.5206/eei.v27i1.7746

United Nations. (n.d.). Universal Declaration of Human Rights | United Nations. https://www.un.org/en/about-us/universal-declaration-of-human-rights

Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom (2nd ed.). Routledge. https://doi.org/10.4324/9781351061261

Wright, K. B., Shields, S. M., Black, K., & Waxman, H. C. (2018). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67-90 https://www.adi.org/journal/2018ss/WrightEtAlSpring2018.pdf

Downloads

Published

2025-01-20

How to Cite

Beltran, K. A., Agripa, S. A., Bustarga, A. J. O., Cruz, K. B. D., Marmol, S. L., & Morallo, S. J. A. (2025). Practices and Challenges in Implementing Inclusive Education in Philippine Elementary Schools. Journal of Education Research, 6(1), 8–22. https://doi.org/10.37985/jer.v6i1.2251

Issue

Section

Articles

Categories

Citation Check