Implementation of Inclusive Education Policies for Learners with Special Needs: Basis for an Enhancement Program

This study assessed the implementation of inclusive education policies for learners with special needs in the Schools Division of Isabela, identified implementation challenges, and developed an evidence-based enhancement program. An explanatory sequential mixed-methods design was employed, involving 360 respondents from 15 selected public schools across six legislative districts. Data were gathered through validated survey questionnaires and semi-structured interviews with purposively selected participants and analyzed using descriptive statistics and thematic analysis. Findings revealed that 64.72% of respondents had not attended inclusive education-related training. Policy awareness and compliance (M = 3.11) and monitoring and support mechanisms (M = 2.56) were partially implemented, while teacher capacity (M = 2.20) showed limited implementation. Facilities and learning resources received the lowest implementation rating (M = 1.69). Identification and assessment (M = 3.73), facilities and learning resources (M = 3.56), and teacher-related concerns (M = 3.39) emerged as the most challenging areas. Qualitative findings highlighted inadequate specialist access, insufficient instructional resources, limited professional preparation, and inconsistent technical assistance. The study concluded that institutional and resource constraints hinder consistent policy implementation. It recommends implementing Project SIBOL to strengthen assessment procedures, teacher development, accessibility, resource provision, and monitoring. The study was limited to selected public schools in Isabela, excluding private institutions and clinical assessments. Its findings provide a localized empirical foundation for institutional planning and coordinated improvements in inclusive education services.