Inclusive Education Program through the Eyes of Educators and Administrators: An Analysis S.Y. 2018-2019 Status

Abstract

INTRODUCTION

Access to education is a basic human right and it is meant to be enjoyed not just by the majority but by the whole community. When individuals are denied access to public education, it creates a negative notion among the people. Exclusion in schools will sow seeds of social discrimination and discontent. It defies a basic human right-the right to be educated. The study aimed to determine the condition of the implementation of an inclusive education program in Paliparan National High School by the City Schools Division of Dasmarinas. Specifically, the study aimed to analyze the status in terms of: culture of acceptance, teachers' preparedness, curriculum modification and adaptation, administrative support, and parent participation.

METHODS

This study employed the descriptive-quantitative method and used purposive sampling. The respondents consist of 56 teachers (7 per learning area) and 9 school administrators. Data was gathered through a two-part questionnaire. The first part deals with the holistic standing of the school in implementing the inclusive education program. The second part deals with the evaluation of the inclusive education program. Data gathered were subjected to statistical analyses such as frequency count and percentage, weighted mean, and T-test.

RESULTS

The inclusive education program is generally accepted and implemented. While the concept of the inclusive education program itself is highly accepted, other contributing factors do not share the same perception. There is no significant difference in the responses of administrators and teachers in terms of culture of acceptance, teachers' preparedness, administrative support, and parent participation. There is however a significant difference in their responses in terms of curriculum modification and adaptation.

DISCUSSIONS

The results reveal the need for further teacher training and improvement in the field of inclusive education. It showed that the school generally accepted the concept of inclusion but needs a more in-depth knowledge to implement the program effectively and truly help learners with special needs.