Implementation of inclusive Education in the Division of Cavite: SPED and Receiving Teachers' Perceptions

Abstract

INTRODUCTION

Implementation of inclusive education in the Philippines along with the mandate of the Constitution, Presidential Decree No. 603, and the Magna Carta for Persons with Disability, the State must uphold the right of all its citizens to quality education regardless of their circumstance. The division of Cavite strictly implemented inclusive education to all grade levels. This study aimed to gather the SPED and receiving teachers' perceptions of the program described above.

METHODS

This research utilized the quantitative method type of research. It involved a descriptive-correlational-quantitative research design. Out of 68 total populations of SPED teachers in the division of Cavite, 51 were identified as participants of the study through a random sampling technique and a congruent number of the receiving teachers. Mean and Percentage score was used to measure the SPED and receiving teachers' perceptions on inclusive education while Chi-square and Tests Contingency Table was used in attaining the significant differences of the assessment when grouped according to dimensions.

RESULTS

Based on the findings of the study, SPED teachers’ perceptions on inclusive education gained 43.76 mean score or 85.80% definitely agreed and 38.84 or 76.16% for the receiving teachers' perceptions which greatly implies that inclusive education implementation has a positive result to the SPED and receiving teachers though there are still in the level of need more information. In the dimension of producing inclusive policies and evolving inclusive practices, the null hypothesis that there were no significant differences between the SPED and receiving teachers' perceptions were rejected. However, in dimension creating inclusive cultures, the null hypothesis was accepted.

DISCUSSIONS

The responses of the participants of the study illustrate their acceptance of the inclusive education implementation in the division of Cavite. Hence, a point difference of 4.92 on the responses of the SPED teachers to the receiving teachers who agreed on the program implementation. The results affirmed that there were significant differences gained in two dimensions wherein it implied that the SPED teachers' perceptions differ on the perceptions of the receiving teachers concerning the implementation of inclusive education. The program must be continuously implemented to monitor the progress of the program by identifying its strengths and weaknesses.