Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Taytay II
ROSARIO OCAMPO ELEMENTARY
SCHOOL

Proposed Action Research

FACTORS AFFECTING INCLUSIVE EDUCATION PROGRAM

AS PERCEIVED BY RECEIVING TEACHERS IN

ROSARIO OCAMPO ELEMENTARY SCHOOL

Researchers:

Maritess G. Andres
Johan N. Santos
 ACTION RESEARCH PROPOSAL

FACTORS AFFECTING INCLUSIVE EDUCATION PROGRAM AS PERCEIVED BY

RECEIVING TEACHERS IN ROSARIO OCAMPO ELEMENTARY SCHOOL

I. Context and Rationale

Inclusion begins with the premise that each child belongs in the classroom he or she

would attend if he or she did not have impairment; this mandates more than just a physical

presence on the classroom. Inclusive education occurs when students with and without

special needs participate and learn together in the same classes and activities (Smith,

2004). This means that educators must be trained to provide specially designed instruction

and support for students with disabilities based on their individual needs within the context

of the general education classroom. The curriculum must also be modified to meet the

goals of the students. The goal of inclusion is achieved only when the child belongs and

participates in the activities of the class and school. With needed services and supports

(Ainscow, 1991, 1994; Rogers, 1993; Wang, Reynolds & Walberg, 1990). The philosophical

foundation of inclusive education is rooted in the purpose of education itself: “to prepare

children to lead productive, independent lives as citizen and members of the community”

(Smith, 2004). Based on this philosophy, Congress enacted legislation explicitly detailing

children’s right to education.

Rationale

The move towards inclusion has involved a series of changes at the societal and

classroom level that have been accompanied by the elaboration of numerous legal
instruments at the international level. Inclusion has been implicitly advocated since the

Universal Declaration in 1948 and it has been mentioned at all stages in a number of key

UN Declarations and Conventions. (As seen in the following Figure 1.1: The Rights

Framework for Inclusion).

While there are also very important human, economic, social and political reasons

for pursuing a policy and approach of inclusive education, it is also a means of bringing

about personal development and building relationships among individuals, groups and

nations. The Salamanca Statement and Framework for Action (1994) asserts that:

“Regular schools with inclusive orientation are the most

effective means of combating discrimination, creating welcoming
communities, building an inclusive society and achieving education
for all.” (Salamanca Statement, Art. 2).”

The Jomtien World Conference on Education for All (1990) set the goal of Education

for All (EFA). UNESCO, along with other UN agencies, international development agencies

and a number of international and national non-governmental organisations, has been

working towards achieving this goal - adding to the efforts made at the country level.

“All children and young people of the world, with their individual strengths and

weaknesses, with their hopes and expectations, have the right to education. It is not our

education systems that have a right to certain types of children. Therefore, it is the school

system of a country that must be adjusted to meet the needs of all children. ” (B. Lindqvist,

UN-Rapporteur, 1994)

Republic Act no. 7277 (Magna Carta for Disabled Person) an act providing for the

rehabilitation, self-development and self –reliance of disabled person and their integration

into the mainstream of society and for other purposes.

CHAPTER 2 – Education, SECTION 12. Access to Quality Education: The State

shall ensure that disabled persons are provided with adequate access to quality education

and ample opportunities to develop their skills.

 “It shall be UNLAWFUL for any learning institutions to deny a
disabled person admission to any course it offers by reason of
handicap or disability.”

Deped Order No. 72 series of 2009, Inclusive Education as strategy for increasing

participation rate of children. Enclosure No. 2 to Deped Order no. 72, 2. 2009, Roles of

Deped officials in the implementation of Inclusive Education.

II. Action Research Question

This study aims to find out the factors that affects the inclusive education perceive by

receiving teachers in Rosario Ocampo Elementary School. Specifically, it sought to answer

the following questions,

1. What are the exceptionalities catered by the school?

2. What are the effects of inclusion program to:

2.1. regular students

2.2. children with special needs

2.3. sped teachers?

3. What are the problems encountered in the inclusive Education Program?

III. Proposed Innovation, Intervention and strategies

This study aims to determine the perception of all receiving teachers of Rosario Ocampo

Elementary School about the factors that affects the Inclusive education program that will give more

aid, assistance and understanding to the need of the learners with special educational needs in

Inclusive educational program through seminars, trainings and orientation.

 The descriptive method will be used in this study using the narrative survey through a

questionnaire checklist as the instrument. Descriptive methods is a purposive process gathering,

analysing, classifying and tabulating data about the prevailing conditions, practices, beliefs,

processes, tends and cause-effect relationship and then making adequate and accurate

interpretation about such data with or without the aid of statistical methods.

IV. Action Research Methods

A. Participants and other sources of data and information

Respondents are all receiving teachers of Rosario Ocampo Elementary School,

Taytay, Rizal. Table 1 shows the type of exceptionalities catered by the school. Table 2

shows the effect of Inclusive program to the regular students. Table 3 shows the effect of

Inclusive Program to children with special needs and table 4 shows the effects of Inclusive

Program to the teachers. Table 5 shows the problems encountered by the school with

regards to the effect of Inclusive Program.

B. Data Gathering Methods

The questionnaire will be distributed to the receiving teachers-respondents, Rosario

Ocampo Elementary School in Taytay, Rizal.

The aim of questionnaire is to collect the needed data in order to see the widest

effect of inclusive education for the students with special needs. The questionnaire

consisted of three parts.

C. Data Analysis Plan

The data will be collected and then analyse using the statistical methods based on

the nature of the problem.

The research will use the simple percentage, weighted mean and t–test in treating

the data.
V. Action Research Work Plan and Time lines

ACTIVITIES June July August Sep. Oct. Nov. Dec. Jan. Feb. March
Submission of

Propose Title

Title defense

Preparation of

Action

Research

Administering

Questionnaire

Retrieval Of

Information

Tallying

Tabulating

and Analyzing

Planning of

proposed

Seminars and

Trainings.

Final Printing

of Manuscript

Final Oral

Defense
VI. Cost Estimate

Items Estimated

Amount

Research Proceeding
Miscellaneous (Paper, Ballpen, Clear folder) Php. 700.00
Printing /Photo Copy Php. 300.00 Php 1,000.00

Proposed Seminars/ Orientation Activities

. Miscellaneous (Paper, Ballpen, Clear folder, Php. 500.00

Pentel Pen, Scotch tape, manila paper and bond

paper etc.)
Stipend of Speaker Php. 2,000.00
Certificate Printing (with Certificate holder) Php. 500.00
Snacks / Transportation Php. 1,000.00 Php4,000.00

VII. Plans for Dissemination and Utilization

Plan and
Conduct Receiving
Present the Monitor the
teachers
Trainings implement effectiveness
different
the of the
factors that and Recommen Training
dations and
affect Orientatio
Learned Orientation
Inclusive During to Receiving
ns to Teachers
Education. Training.
Receiving
Teachers.

VIII. References

Tomasevski, K. (2004). “Inclusion in education – a human right” Manual on

Rights Based Education, UNESCO, Bangkok, Thailand.
Almario, E. (1984). Teacher’s perception on the effects of Mainstreaming
children in selected schools in Metro Manila. Unpublished Master’s Thesis.
University of the Philippines.

Basaen, Cleofas Miranda. (2003). Inclusive education program for the

University of the Cordilleras. Unpublished Master’s Thesis, University of
the Cordilleras. Baguio City.

Bulanadi, Eddie B. (2006). The effects of inclusion of children with special

needs in regular classes in selected private and public elementary schools
in Quezon City school year 2005-2006. Unpublished Master’s Thesis,
Arellano University, Manila.

Camara, E. F. (2000). Program Modification for Children and Youth with

Special Needs. Quezon City: P’Mont Publishers.

Camara, E. F. (2003). Situation of Children with Special Needs in the

Philippines. Special Education Area, College of Education, UP Diliman.

Hoffman, M. L. (2007). Empathy and Its Development. Cambridge:

Cambridge University Press.

Name: (Optional) ______________________________________________________

Part I: Type of Exceptionalities served by the school.

Direction: Below are the types of exceptionalities. Please answer the following accurately

and honestly. Put a check on the space provided.

Autism Visually Impaired

Attention Deficit Hyperactive Disorder Hearing Impaired

Learning Disability Intellectual Disability

Orthopedically Handicapped others:(PleaseSpecify)

__________________

Part II: Effect of Inclusive program to the regular student, children with special needs and

teachers.

Direction: Below are areas of concern of Special Education. Read each item carefully, put a

check () mark across each item on the column that best describes your most honest

answer. The descriptions of the number value are stated below. Please answer each item

or do not leave any item unanswered.

5 – Strongly Agree 4 – Agree 3 – Slightly Agree 2 – Disagree 1 – Strongly Disagree

2.1 As a teacher, how do you perceive your regular students with regards to the effects of

inclusive education?

Regular Student 5 4 3 2 1
Shows acceptance of Individual Differences.
Manifest feeling of empathy with students with special needs.
Have opportunity to participate in alternative learning

experiences such as peer tutoring.

 Show interest in socializing with students with special needs.
Show interest in taking care with the students with special

needs
Manifest active participation of the students.
Demonstrate evidence of bullying
Demonstrate cooperative learning
Show responsible and understanding of students with

disability.

2.2 As a teacher, how do you perceive your regular students to the effects of inclusive

education?

Regular Student 5 4 3 2 1
Can Socially interact with the nondisabled students
Learn more likely to be independent
Develop a friendship with a nondisabled students
Can experience of bullying in the class
Manifest good performance in class
Promote self-esteem and confidence
Manifest of being rejected by their peers
Participate in the class discussion
Develop more likely their communication skills
Shows interest in attending his/her class regularly

2.3 As a teacher, how do you perceive your regular performance with regards to the effect

of inclusive education?

Regular Student 5 4 3 2 1
Teachers work collaboratively
Choosing of wide variety teaching techniques, methods and

styles
Has a good attitude towards the students.
Demonstrate equal treatment/value of each students
Sensitive for the individual needs of students.
Become additional work for the teachers.
Demonstrate tremendous support for each students
Establish and maintain warm acceptance and relationship with

the parents and students.

Provide activities that are multi-sensory
Taking into consideration of individual learning styles
Part III Problems encountered in inclusion

Direction: Below are some problem met by teachers / Sped teachers in the inclusion

program. Please check as many problems as you are encountering in inclusive program.

Number of children with special needs in regular class.

Lack of administrative support.

Lack of support from parents.

Tantrums of children with special needs.

Execution of the lesson.

Classroom behaviour of special children.

Preparation of activities that suited to their individual differences.

Preparation of lesson planning.

Arguments between the regular teacher and sped teacher

Time for the parent’s conference meeting.

Others, please specify: ____________________________________________