Transition Process in Inclusive Education: Predicaments and Interventions

The study addressed the process of transitioning to inclusive education, with a particular focus on the difficulties and strategies used by public elementary school teachers in the city schools division of Dasmariñas. Purposive sampling was used to choose 135 public school teachers, including SNED and inclusive education teachers, in the study, utilizing a descriptive quantitative design. A validated self-made survey checklist was used to collect the data, and descriptive and inferential statistics were used for analysis. The findings showed that teacher-led interventions had a major effect on children's behavioral and academic growth. The execution of the intervention was shown to be significantly influenced by age, with older instructors exhibiting more faithfulness. Although issues like scarce resources and big class sizes were frequently mentioned in teacher profiles, they had a modest impact on perceived efficacy rather than a considerable impact on implementation level. A cyclical, integrated intervention model was proposed, emphasizing fidelity enhancement, challenge mitigation, continuous monitoring, and stakeholder collaboration. The findings offer practical implications for strengthening inclusive education practices and policies.