LOCALIZED CURRICULUM ON LEARNERS' ENGAGEMENT IN INCLUSIVE EDUCATION PROGRAM

This research investigates the influence of a localized curriculum on engagement levels of students with Special Educational Needs (SEN) within inclusive education settings in Bicol-speaking schools under DepEd Camarines Norte for the academic year 2023–2024. Utilizing a quantitative methodology and a descriptive-correlational research design, data were collected from 62 teachers via surveys. The analysis employed a weighted mean and Pearson's Product-Moment Correlation to examine the relationship between the components of the localized curriculum and student engagement. The results revealed that students with SEN demonstrated high levels of engagement when exposed to the localized curriculum, with all components receiving strong agreement from the participating teachers. Notable correlations were identified between curriculum adaptation and flexibility and learners’ engagement levels across various areas: content, teaching and learning activities, assessment tasks, and localized learning materials. Furthermore, a strong statistical significance was observed between the quality and diversity of teaching staff and engagement in content, teaching and learning activities, assessment tasks, and localized learning materials. A primary challenge identified in implementing a localized curriculum was the need to adapt the curriculum to cater to the varied needs of SEN learners. To address this challenge, the study proposes an intervention program titled FOR ALL (Facilitating Opportunities and Resources for Accessible Localized Learning): A Workshop Series and Materials Localization for Inclusive Education.