Delivery System of Inclusive Education in The Province of Cavite: Basis for Intervention Program

Abstract

INTRODUCTION

The study focused on the Delivery System of Inclusive Education Program in the Province of Cavite: Basis for Intervention Program. Primarily, it intended to assess the implementation of the said program based on the perspectives of administrators, department heads and teachers in different public secondary schools in the Province of Cavite. The study explored the relationship of the inclusive education program to the students' academic performance for the last three years.

METHODS

The study utilized a survey research technique. The choice of the approach is based on the nature of the objective to be achieved in this study (Sekaran & Bougie, 2016). The use of surveys in educational fact-finding is important because they provide a great deal of accurate information. The relevance and appropriateness of the above method to this study involve the description, recording, and analysis of data on the prevailing perceptions of the selected respondents. The process used descriptive statistics, techniques, and numeric measurements.

RESULTS

Generally, the groups of respondents' assessments on the level of implementation in inclusive education program rated as Implemented, namely: school administrators with the grand mean of 3.66; teachers with the grand mean of 3.51; and department heads with the grand mean of 3.34. There is no significant difference on the level of implementation in inclusive education program as assessed by school administrators, department head and teachers.

The problems encountered in the implementation of the inclusive education program are rated as Not Encountered with overall weighted mean of 1.74. The proposed intervention program focused on the ten (10) key areas such as: budgeting support, monitoring and evaluation, leadership and governance, methodologies and strategies, facilities and equipment, curriculum and instruction, teachers' competence, and program and objectives.

DISCUSSIONS

In general, school administrators, department heads and teachers addressed the level of implementation of the inclusive education program on its program and objectives, teachers' competence, curriculum and instruction, facilities and equipment, methodologies and strategies and leadership and governance are found to be implemented while the monitoring and evaluation are found to be moderately implemented. The levels of implementation of the inclusive education program have no effects in the students' performance for the last three years and no problems are encountered.