Implementation of Inclusive Special Education (ISPED) Program of Pag-asa National High School

Abstract

INTRODUCTION

The implementation of ISPED Program is a process that provides all students of the appropriate educational programs fitted to their capabilities and needs. It provides support and assistance for both students and teachers. An individualized education program (IEP) for students was also created. This study evaluated the implementation of Inclusive Special Education Program (ISPED) of Pag-asa National High School.

METHODS

This descriptive-quantitative research was used for this study. After thorough planning and review of ISPED implementing rules and guidelines, the researcher purposively selected ISPED teacher/advisers, receiving teachers and ISPED coordinator as respondents. They were provided with the structured questionnaires which were administered face to face. In order to provide conclusive results, descriptive statistics were used.

RESULTS

In general, the ISPED Program implementation practices to ensure effective program implementation was substantially implemented. It also showed that some of the implementation practices were not fully implemented due to the lack of facility, teachers' training and other factors involving other stakeholders. Results revealed that the general class participation skills of the mainstreamed students are Less Evident. However, among the eight (8) class participation skills indicators, the performance of seatwork is moderately evident. Consequently, a Less Evident result was revealed in the following indicators: preparation of homework, the performance of individualized activities, class discussion participation, output development and independent way of answering test questions. On the other hand, social skills are Moderately Evident. In the same manner, among the social skills indicators, the mainstreamed students greet teachers and classmates by name. Concerning the academic performance of mainstreamed students, the majority acquired a general average of75-84.

DISCUSSIONS

The results demonstrated that few of the implementation practices must be strengthened and necessary intervention was not totally provided to cater the special academic needs of mainstreamed students. This can be deduced from the lack of facility, instructional materials, insufficient time given to finish their task and other factors related to their physical disabilities.