INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VII Issue II February 2023

Teachers’ Perceptions on the Implementation of Inclusive

ABSTRACT

The present study examined the perception of public elementary school teachers on the implementation of
inclusive education (IE) in Northern Samar. Using a quantitative survey design, this study had one-hundred-
thirty-seven respondents drawn purposively. The instrument was designed based on Yap and Adorio’s study
(2008) which contained thirty-nine items on three IE indicators, namely: access; quality; and participation.
The study revealed that the respondents highly perceive that in an inclusive education classroom, students’
parents are regularly given graded and non-graded report of their children’s progress. Additionally, they also
highly perceive that the SPED teachers are competent in developing IEPs for each child. Moreover, the
respondent highly perceive that the parents are involved in making decisions about the progress of their
SPED children. Implications for school heads and teachers include monitoring inclusive education
implementation and capacity building.

INTRODUCTION

Inclusion can be defined as a process of addressing and responding to the diverse needs of all children,
youth, and adults through increasing participation in learning cultures and communities involving changes
and modification in content, approaches, structures and strategies, with common vision that covers all
children of appropriate age range and conviction so as to strengthen the capacity of education system to
reach out to all learners and to achieve Education for All (EFA) (Quijano, 2011).

Additionally, Sandkull (2005) has this to say:

“The objective of inclusive education is to support education for all, with special emphasis on removing
barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities
and out-of-school-children; the overall goal is a school where all children are participating and treated
equally.”

Moreover, inclusive education offers multiple benefits to learners, their families, schools, and communities.
That is, learners with varying needs when provided access in regular classrooms develop their individual
strengths and gifts.

In many countries worldwide, the practice of inclusive education is adopted from the UNESCO’s Salamanca
Statement (2004) providing the framework for upholding equal educational opportunities for all children
regardless of their physical, intellectual, social, emotional linguistic or other conditions. At the core of the
Salamanca framework (2004) is the basic human right to education situating inclusive education at the
forefront of international educational concerns to recognize and respond to the diverse needs of their
students, accommodating both different styles of learning and ensuring quality education to all through
appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with
their communities.

Sebba, and Ainscow (1996) argue that through inclusion school attempts to respond to all learners

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as individuals by reconsidering their curricular organization and provision thereby capacitating schools in
accepting all learners from the local community who wish to attend thus, reducing exclusion. In effect, IE
increased educational access to a number of students with various disabilities (Mukhopadhyay, Molosiwa, &
Moswela, 2009) by providing these children access in regular classrooms.

Finally, Sandkull (2005) posits that inclusive education involves modifications in content, structures,
processes, policies and strategies and is primarily concerned with providing appropriate responses to the
broad spectrum of learning needs in formal educational settings. As an approach, inclusive education looks
into how to transform the system so it will respond to diverse learners.

Inclusive Education in the Philippines

In the Philippines, the practice of inclusive education is largely determined by Department of Education
Order No. 72, s. 2009, an offshoot from various national laws and guidelines such as Art. IV. Sec 2 which
mandates the state to encourage non-formal, informal and indigenous learning systems as well as learning
independent and out of school youth study programs and to provide adult citizens, the disabled and OSY
with training on civics, vocational efficiency and other skills; PD 603 (1974) Article 3 which accounts for
the rights of the child and provides for the rehabilitation, self-development and self-reliance of disabled
persons and their integration into the mainstream of society; and Art 1 Sec 5 which states that the ultimate
goal of SPED shall be the integration or mainstreaming of learners with special needs into the regular school
system and eventually into the community. Another law that aims to effect high-quality inclusion in
Philippine schools is still under review at the Philippine Senate (Special Education Act (Philippine Senate
Bill 3002).

As such, inclusion had been in the mainstream education for several years now but yet, inclusion has been a
big challenge facing educational systems throughout the world (Ainscow, Booth, & Dyson, 2004). In the
Philippines, for instance, inclusion of children with disabilities in mainstream classrooms has been one
major issue over the years (Dapudong, 2013). In fact, Inciong (2003; 2005; 2007) cited problems that beset
the SPED program implementation in the country.

The Philippines is particularly interesting for the following reasons: there is an increasing awareness
regarding special education and a growing concern for children with exceptionalities; a long history of
special education; the manifold laws and policies as offshoots of international initiatives among countries
and the gloomy reality that developing nations and the rural areas get the short end of the delivery of
educational services.

Currently, inclusive education practice all throughout the public school in the country is integration. In so
doing, regular teachers try to help these students by fitting them into mainstream classes. This practice may
have had its roots as articulated in the Policies and Guidelines for Special Education (1997) that the ultimate
goal of special education shall be the integration or mainstreaming of learners with special needs into the
regular school system. According to Ashman and Elkins (1998) integration is admitting children with
special needs into regular classrooms where they undertake their schooling.

RA 11650 requires the establishment of at least one special education center for each school division and at
least three SPED centers in big school divisions for children with special needs creating the implementing
machinery thereof, providing guidelines for government financial assistance and other incentive support,
and other purposes (Special Education Act, 2008).

In line with the Department’s thrust in providing quality and inclusive basic education for all, the
Department of Education (DepEd) continues to provide the necessary educational interventions for learners
with certain exceptionalities through its Special Education (SPED) program which provides a holistic

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approach in catering to the needs of learners with various exceptionalities. The program ensures that
learners with exceptionalities will have access to quality education by giving them their individual and
unique learning needs. Also, this initiative caters to learners with visual impairment, hearing impairment,
intellectual disability, learning disability, autism spectrum disorder, communication disorder, physical
disability, emotional and behavioral disorder, multiple disabilities with visual impairment, and to those who
are orthopedically handicapped, chronically ill, and gifted and talented (DepEd Order No. 72, 2009).

In 2016, DepEd reported that it has recognized a total of 648 SPED Centers and regular schools offering the
program – 471 of which are catering to Elementary students and 177 are catering to High School students. It
has also recorded around 250,000 enrollees with certain exceptionalities at the elementary level and around
100,000 at the high school level in School Year (SY) 2015-2016.

Many studies have been conducted on inclusive education in urban contexts (Lontoc, 1997; Padilla,
2002; Tsang, 2004; Saludes& Dante, 2006). Although Yap and Adorio (2008) studied on inclusive
education in 9 divisions (Abra, Aurora, Batanes, Benguet, Mountain Province in Luzon, the Division of
Leyte in the Visayas, and the Divisions of Cotabato and Surigao del Sur in Mindanao), there is a dearth in
studies on how inclusive education is implemented in the rural elementary schools, particularly in the
Division of Northern Samar. Yap and Adorio (2008) writes: “unfortunately in many countries including the
Philippines, students from rural areas usually get the short end of delivery of educational services” (p. 53.).
It is in this context that this study was conducted.

Inclusive Education in Northern Samar

Upon enrolment students with special needs are not given assessment for readiness. Also, specific period for
transition is not given. Although a handful teachers hold a degree in Special Education or at least some
teachers have SPED trainings, most teachers in the area are not trained to handle inclusive education classes.
Because of this, teachers would usually serve dual roles inside their IE classrooms whether they are trained
or not. Aside from the establishment of SPED centers and provision of materials and funds, it was observed
that the Division has no specific IE program that will ensure its sustainability, nor has campaigned for
support from stakeholders, including the parents association, or the local government.

Significance of the Study

At present, the entire Philippine education system is lacking in the knowledge and resources required for
high-quality inclusion. This study presents an evidence-based picture of how IE is perceived to be practiced
in Northern Samar, Philippines, to give stakeholders in IE an idea of how inclusion is conceptualized and
practiced in the rural areas. Since this study identifies important concepts of the implementation of IE in
Northern Samar as indicated by the teachers’ perception, stakeholders will be enlightened as to where to
begin and which specific practices to promote and make available if they wish to facilitate the development
of a just and durable IE in the rural areas. General education teachers will likewise benefit from this study in
that this research suggests procedures that may be considered in the implementation of inclusive education
in the Philippines. Findings from this study can also be used to inform lawmakers regarding the
institutionalization of inclusionary procedures in schools throughout the country.

Research Problem

This study is concerned with the perception of public elementary school teachers in Northern Samar on the
implementation of inclusive education. Specifically, the following question was answered:

How do teachers from the two (2) Central Elementary Schools and the Division SPED Center
perceive inclusive education implementation in their schools in terms of (1) access, (2) quality, and

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(3) participation?

CONCEPTUAL FRAMEWORK

The development of inclusive education in the Philippines is a spin-off of multiple national legislations,
public policies, and department orders. Being so, the success in the implementation of inclusive education is
interlinked with the consequences of the enforcement of these legislative efforts and policies.

Set out to guide the institutionalization of and eventual implementation in the Philippine schools system,
these imperative laws were crafted to support the mandate of the 1987 Philippine constitution. The
Education Acts of 1982 and 2004, the Republic Act 7277 and Republic Act 9155 provide for multi-sectoral
thrusts in the implementation of inclusive education. Thus, the creation and formulation of initiatives in
support to these mandates would warrant the attainment of the goals of inclusive education program in the
country. The numerous department orders are the strategies of the DECS/DepEd to promote the issues and
interests of the laws enacted concerning inclusive education. On the one hand, they also create contexts for
practices in accordance with international standards set for quality implementation of inclusion. In effect,
these policies, initiatives, and strategies, which served as the bases for the implementation of inclusive
education in the country, ensure the establishment of appropriate actions and bodies for inclusive education.
Moreover, it is the actual implementation and the teachers’ perception on its implementation which will be
the focus of the study. Figure 1 below shows the conceptual framework of this study.

Figure 1 The Teachers’ perceptions on the implementation of inclusive education in the Philippines

METHODOLOGY

This study employed the quantitative research approach using survey as a design. The survey was used to
collect data and describe systematically the perception of teachers on the implementation of IE. Description
was used to analyze facts and characteristics of a given population which, according to Kraemer (1991) is
useful in describing quantitatively specific aspects of a given population.

Conducted towards the end of the school year 2017-2018, the one-hundred-thirty-seven mainstream teachers

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were purposively drawn from three public central elementary schools in the second district of Northern
Samar based on two criteria, namely: (1) a regular-permanent teacher for at least five years; and (2) has
been in the station school for at least three years . The instrument with thirty-nine items on access, quality,
and participation was designed by the researcher based on the indicators identified by Yap and Adorio
(2008) in a pilot study on inclusive education implementation in the Philippines. All items in the instrument
rest on a 5-point Likert-type scale ranging from 5 (very true), 4 (sometimes true), 3 (somewhat untrue), 2 (
not true), and 1 (no idea). Survey contents are practice items on inclusive education.

. The mean scores were analyzed to measure the most and least perceived practices/items in the indicators.

RESULTS AND DISCUSSION

As results of educational reforms, students with special needs are currently being educated in inclusive
settings to a greater degree than ever before. However, many teachers throughout the country report that
they feel unprepared to work effectively with these students. Because teacher effectiveness is strongly
linked to student outcomes, these perceptions of inadequacy are clearly affecting the actual implementation
of the inclusive education program. Improved teacher preparation is a necessity, thus, it is essential to
determine how much the teachers know and understand the program and its processes. Hence, this study on
teachers’ perceptions that will help in the improvement of the program’s implementation.

Table 1 Teachers’ Perception on Access to IE

Indicator Mean
A1 – The Parents of children with special needs can enroll anytime of the school year. 3.83
A2 – The school announces over the radio and other media the opening of SPED classes or
3.80
enrollment.
A3 – Parents are regularly given report of their children’s progress (graded or non-graded). 4.33
A4 – SPED students are included in all school activities. 3.75
A5 – SPED programs have specific targets for the type of disabilities for admission. 4.15
A6 – Students who fail in national and division examinations are candidates for SPED. 2.58
A7 – SPED teachers are accountable to parents of (students with exceptional needs) SEN. 3.85
A8 – SPED students may be transferred to the regular classrooms at anytime when they are
3.83
ready during the school year.
A9 – Students targeted for inclusion are given trial period to determine academic and social
3.95
readiness.
A10 – There is adequate resources for determining learning academic strengths of students with
3.90
special needs.
A11 – The SPED program services students of varying age and disabilities. 3.83
A12 – The SPED program is a component of the school’s SIP/AIP and annual report card. 3.68
A13 – The SPED program follows the timeline targeted for the school year. 3.75
Average 3.78

Table 1 shows 15 indicators that will help determine teachers’ perception on access to inclusive
education. A3 indicator ranked first among all the 15 access indicators showing that the teacher respondents
highly perceive that in an inclusive education classroom, students’ parents are regularly given graded and
non-graded report of their children’s progress with the mean of 4.33. It is closely followed by A5 which
indicates that the respondents perceive that their SPED programs have specific targets for the type of
disabilities for admission with the mean of 4.15; and A9 which indicates teachers’ perception that students

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targeted for inclusion are given trial period to determine academic and social readiness with the mean of
3.95.

According to Quijano (2011), mainstreaming in the Philippine IE context refer to the inclusion of
special needs children in complete regular instruction and the provision of all special services inside the
classroom. As such, the practice being observed in Northern Samar schools where CSN are included in all
school activities, are tested like a regular student, and their progress is reported to their parents with graded
reports, are all appropriate. On the other hand, public schools in the locale admit students with any type of
disability and that specific needs are not identified, hence, it does not support teachers’ perception that
specific types of special needs are given more focus. Lastly, the teachers’ perception that students targeted
for inclusion are provided with trial and transition period is in line with Quijano’s (2011) statement that IE
can be involves programs like headstart, intervention and transition programs.

The three indicators that are least perceived by the respondents are A13 which indicate that the SPED
program follows the timeline targeted for the school year (M=3.75); A4 which indicate that SPED students
are included in all school activities (M=3.75); and A6 which indicate that students who fail in national and
division examinations are candidates for SPED (M=2.58).

In the least perceived items, the teachers are correct by indicating that there is no timeline targeted for the
SPED program or that the national and division examinations are the bases for determining candidates for
SPED. However, because of mainstreaming, it is expected that all students, regardless of their special need,
must be included in all school activities.

Table 2 Teachers’ Perceptions on Quality of IE

Indicator Mean
Q1 – SPED students take the Division and National Achievement Tests together with the school
3.08
population.
Q2 – SPED teachers are competent in screening, identifying students with exceptional needs
4.13
(SEN).
Q3 – SPED teachers have knowledge in differentiating instructional programs. 4.13
Q4 – SPED instructional effectiveness is well-defined. 3.93
Q5 – Student year end targets are well-discussed with parents. 4.13
Q6 – Appropriate assessment tools are available. 3.78
Q7 – SPED classes are regularly supervised. 4.13
Q8 – The public is aware of SPED programs in the school. 4.03
Q9 – The resource rooms are provided with materials to improve student learning. 3.95
Q10 – SPED teachers are competent in developing IEPs for each child. 4.23
Q11 – The school division insures the sustainability of SPED programs. 4.20
Q12 – The school head and the community insure the sustainability of SPED programs. 4.18
Q13 – SPED teachers no longer carry dual assignments: as regular and SPED teachers. 3.65
Q14 – Stakeholders provide support to SPED programs. 3.83
Q15 – SPED teachers make decisions regarding student placements. 4.03
Average 3.96

Table 2 shows the teachers’ perceptions on the quality of inclusive education implementation. Of the 15
quality indicators, Q10 ranked first indicating that the respondents highly perceive that the SPED teachers
are competent in developing IEPs for each child (M=4.23). It is followed by Q11 which indicates that the

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respondents perceive that the school division insures the sustainability of SPED programs (M=4.20); and
Q12 which indicates that the respondents perceive that the school head and the community insure the
sustainability of SPED programs (M=4.18).

According to Quijano (2011) three programs were developed to sustain IE in the Philippine classrooms.
These are headstart, intervention and transition programs. SPED teachers are appropriately trained,
however, with only a handful of SPED teachers in a school, provision of special services to all their students
with different needs, may not be fulfilled all the time.

The three quality indicators which were ranked to be the least perceived by the respondents are: Q14 which
indicates that stakeholders provide support to SPED programs (M=3.83); Q6 which indicates that
appropriate tools are available (M=3.78); and Q13 which indicates that SPED teachers no longer carry dual
assignments (M=3.65).

Although IE implementation programs encourage stakeholders’ participation and advocacy and appropriate
assessment (Quijano, 2011), the responses indicate that the respondents do not observe this support, nor are
they aware that the students are assessed. This means that if teachers are not supported IE implementation in
the Division of Northern Samar may not be successful because according to Haskell (2000) teachers are
integral component in the implementation of inclusive education. Moreover, if teachers are to become
effective inclusive practitioners and understand and meet the needs of all learners, then they must be
educated appropriately to undertake this new role (Forlin, Earle, Loreman, & Sharma, 2011; Graziano,
2008).

Table 3 Teachers’ Perception on Stakeholder Participation in IE

Indicator Mean
P1 – Parents are involved in making decisions about the progress of their SPED child. 4.40
P2 – Other school personnel are involved in the assessment of SEN. 3.83
P3 – The Local Government Unit (barangay, town mayor, etc) are involved in referring and or
3.68
identifying students with exceptional needs in the community.
P4 – The SPED program is separate from the regular education curriculum. 4.0
P5 – The curriculum for SPED is different from that of regular students. 4.15
P6 – It is the function of the SPED teacher to develop another teacher as understudy. 3.55
P7 – There is a strong collaboration between regular and SPED teacher. 4.15
P8 – SPED teachers are aware of the instructional demands in the regular classrooms. 4.05
P9 – There is strong collegiality between regular and SPED teachers. 3.88
P10 – The regular teachers are knowledgeable of SPED programs. 4.0
P11 – SPED students targeted for inclusion in the regular classroom are provided with transition
3.80
plan.
Average 3.95

Table 3 shows the teachers’ perception on the participation of stakeholders in the implementation of
inclusive education. Of the 11 stakeholder participation indicators, the most perceived by the respondents is
P1 which indicates that the parents are involved in making decisions about the progress of their SPED child
(M=4.40). It is followed by P5 which indicates that the curriculum for SPED is different from that of regular
students (M=4.15); and P7 which indicates that there is a strong collaboration between regular and SPED
teachers (M=5.15).

As the laws that created IE framework indicate, implementers should encourage parental involvement and

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collaboration among and between teachers and administrators (Muega, 2016). On the other hand, in
mainstreaming, all students, regardless of their special condition, will be taught using the same curriculum,
however, they will be given specialized services and instruction as necessary.

The respondents also ranked the following indicators as the least perceived: P11 which indicates that SPED
students targeted for inclusion in the regular classroom are provided with transition plan (M=3.80); P3
which indicates that the Local Government Unit (barangay, town mayor, etc.) are involved in referring and
or identifying students with exceptional needs in the community (M=3.68); and P6 which indicates that It is
the function of the SPED teacher to develop another teacher as understudy (M=3.55).

Although transition programs are supposed to be in place, the respondent’s answer indicates that
transitioning is not evident in their schools. Moreover, these teachers do not also seem to perceive the
participation of their LGU in IE advocacy, as well as the practice of mentoring.

CONCLUSIONS AND RECOMMENDATIONS

The study revealed that the respondents highly perceive that in an inclusive education classroom, students’
parents are regularly given graded and non-graded report of their children’s progress. Additionally, they also
highly perceive that the SPED teachers are competent in developing IEPs for each child. Moreover, the
respondent highly perceive that the parents are involved in making decisions about the progress of their
SPED children.

Constraints in inclusion could be summarized into two: human and physical or environmental factors. The
greatest human factor in inclusion is at the heart of education – the teachers. It can be concluded that
teachers’ attitudes, beliefs toward inclusion influence their practice. These beliefs can later on translate into
the practice of more effective IE implementation (Al-Zyoudi, 2006).

Finally, the indicators in the three areas that were least perceived by the teachers may not be present, or not
observable in the schools hence, DepEd must monitor the implementation of the implementation of IE to
ensure that quality access and participation will be achieved. Likewise, the capacity of school heads,
administrators, and teachers on the implementation of IE should be enhanced. Training of school heads and
teachers is needed to expand their knowledge in inclusive education, teamwork skills, and organizational
knowledge, so that implementation will be built on solid foundation. Moreover, initiatives and
resourcefulness among school heads and teachers not only to promote IE, but also to gain support
continuously from the stakeholders, should be rewarded and recognized.

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