Practices and Challenges in the Implementation of Inclusive Education: Basis For Program Enhancement

This mixed method study determined and explored practices and challenges in the implementation of inclusive education among public schools in the City Division Schools of San Fernando, Pampanga. The quantitative data was gathered through the use of a researcher-made survey questionnaire participated by 85 teacher-respondents to determine while qualitative data was obtained through the conduct of interview with 10 participants. Quantitative data were analyzed using statistical treatment while thematic analysis was used to analyze qualitative data. Personal data showed that large portion of teacher-respondents are 31-40 of age, mostly female and married with an average income of Php 21,000-Php 30,000. Professional profile revealed that most teachers have BEED degree, with 11-20 years of teaching experience with SNED training. School profile showed that schools have a population lower than 300, with 1-5 SNED teachers, 1-50 SNED learners and operate below Php 300,000. Current inclusive education practices focused on monitoring and evaluation of students’ progress while utilization of assistive devices to access learning materials ranked last. The assessment of practice on inclusive education got an overall mean of 3.36 descriptively rates "Somewhat Practiced.” Five (5) emerging themes on challenges encountered include gaps on competence and practice, environmental constraints, crafting tailored educational paths, community collaborations, resources constraints. Gaps in resource provision, teacher competence, and environmental constraints with a focus on collaboration and tailored educational paths, the program will significantly improve the inclusivity of public-school environments for learners with disabilities.