!

CHAPTER I

THE PROBLEM

BACKGROUND OF THE STUDY

Today it is widely accepted that inclusion maximizes the potential of the vast

majority of students, ensures their rights, and is the preferred educational approach for

the 21st century. Unfortunately, the philosophy has not always been widely held. Our

thinking and acceptance have evolved rapidly over the last century, and continues to

evolve, in response to federal and state laws, along with our changing social and political

beliefs.

Inclusive Education has become an international concept, implemented in various

formal schooling systems in nations in the southern and northern hemispheres. As

appropriations of Inclusive Education appear across the globe so do multiple meanings.

In particular, cultural, historical constructions of disabilities guide context-specific

implementation and policy formation of Inclusive Education in different countries.

Disabilities seen solely as intra-individual traits lead to lowered expectations, thus

constraining opportunities to learn.

Inclusive Education appeared initially in the research literature in the late 1980s.

Framed as an alternative to special education, Inclusive Education expanded the

responsibilities of schools and school systems to increase access, participation, and

opportunities to learn for marginalized populations of students.

 !2

Inclusive Education stands as a beacon of equity and diversity within the

educational landscape, striving to ensure that every learner, regardless of their abilities or

backgrounds, has access to quality education within mainstream settings. Inclusive

Education can be defined as an approach to schooling that seeks to address the diverse

learning needs of all students, including those with disabilities, learning difficulties, or

special needs, by providing appropriate support services and accommodations within the

regular classroom environment.

Inclusive Education is the most effective way to give all children a fair chance to

go to school, learn and develop the skills they need to thrive. Inclusive Education means

all children in the same classrooms, in the same schools. It means real learning

opportunities for groups who have traditionally been excluded – not only children with

disabilities, but speakers of minority languages too. Inclusive systems value the unique

contributions students of all backgrounds bring to the classroom and allow diverse groups

to grow side by side, to the benefit of all. Inclusive Education allows students of all

backgrounds to learn and grow side by side, to the benefit of all.

But progress comes slowly. Inclusive systems require changes at all levels of

society. At the school level, teachers must be trained, buildings must be refurbished and

students must receive accessible learning materials. At the community level, stigma and

discrimination must be tackled and individuals need to be educated on the benefit of

Inclusive Education.
 !3

At the national level, governments must align laws and policies with the

Convention on the Rights of Persons with Disabilities, and regularly collect and analyze

data to ensure children are reached with effective services.

In the history of Inclusive Education in the Philippines, there has been a gradual

shift from segregated approaches to more inclusive practices. Historically, students with

disabilities or special needs were often placed in separate schools or classrooms, away

from their peers without disabilities. This segregation stemmed from a lack of

understanding and acceptance of diverse learning needs within the educational system.

However, significant developments have occurred over the years to promote

inclusivity in education. One pivotal moment was the enactment of the Magna Carta for

Disabled Persons in 1992. This legislation aimed to uphold the rights and welfare of

persons with disabilities, including their right to education. It emphasized the principle of

equal access to educational opportunities for all learners, regardless of their abilities.

The Department of Education (DepEd) has issued the “Child Find” policy for

learners with disabilities toward Inclusive Education to increase their participation and

ensure access to quality and equitable education. Signed by Undersecretary Annalyn

Sevilla acting as the Officer-in-Charge, DepEd Order No. 23 series 2022 was issued

containing the policy which articulates the processes in ensuring that learners with

disabilities are identified, located, and evaluated to facilitate their inclusion in the general

basic education school system. The policy also aims to provide means for the schools to

monitor the implementation of the “Child Find Process” and promotes “cooperative
 !4

advocacy for children with disability and developmental delays among stakeholders in

the communities.” The said policy was issued in adherence to the Enhanced Basic

Education Act of 2013 (Republic Act No. 10533) Section 8 or the Inclusiveness of

Enhanced Basic Education designed to address learners' physical, intellectual,

psychosocial, and cultural needs.

The policy, DepEd said, covers children, above the age of five, diagnosed with

disabilities or observed to have developmental delays requiring special education and

related services in public and private schools offering basic education, including those in

the Alternative Learning System, the Muslim Education Program, Indigenous Peoples

Education, community learning centers and Out of School Children/Out of School Youth.

Subsequent policy reforms and initiatives further advanced the cause of Inclusive

Education in the Philippines. The adoption of the Salamanca Statement and Framework

for Action on Special Needs Education in 1994 marked a turning point, as it advocated

for Inclusive Education as a fundamental human right. This international declaration

influenced educational policies and practices in the Philippines, prompting efforts to

make schools more inclusive and welcoming for all students.

In recent years, the Enhanced Basic Education Act of 2013, commonly known as

the K to 12 Law, expanded the basic education cycle to include kindergarten and two

additional years of senior high school. This extended framework provided more

opportunities for students with diverse learning needs to access Inclusive Educational

experiences within mainstream schools.

 !5

Overall, the history of Inclusive Education in the Philippines reflects a gradual

evolution towards greater acceptance, understanding, and support for diverse learners

within the educational system. While challenges persist, including issues related to

resources, teacher training, and attitudinal barriers, ongoing efforts are being made to

create more inclusive learning environments that cater to the needs of all students.

In the Philippines, the legal and policy frameworks supporting Inclusive

Education reflect a commitment to uphold the rights of all learners, including those with

disabilities or special needs. One of the key legislative measures in this regard is the

Magna Carta for Disabled Persons (Republic Act No. 7277), enacted in 1992. This law

aims to promote and protect the rights and welfare of persons with disabilities, including

their right to education. It mandates the government to ensure equal access to educational

opportunities for persons with disabilities, thereby laying the groundwork for Inclusive

Education initiatives nationwide.

Building upon the principles established in the Magna Carta, the Department of

Education (DepEd) has developed various policies and guidelines to support the

implementation of Inclusive Education in schools across the country. Among these is the

DepEd Order No. 72, series of 2009, which provides the guidelines on the inclusion of

children and youth with disabilities in mainstream schools. This policy emphasizes the

importance of creating a supportive and inclusive learning environment that

accommodates the diverse needs of all learners, regardless of their abilities.

 !6

Furthermore, the Enhanced Basic Education Act of 2013 (Republic Act No.

10533), commonly known as the K to 12 Law, underscores the government's commitment

to Inclusive Education by integrating a curriculum that is responsive to the diverse

learning needs of students, including those with disabilities. This law extends the basic

education cycle to include kindergarten and two additional years of senior high school,

providing more opportunities for students to access Inclusive Educational experiences.

Internationally, the Philippines is also a signatory to various conventions and

agreements that promote the rights of persons with disabilities, including the United

Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Through its

participation in these global initiatives, the Philippines reaffirms its commitment to

advancing Inclusive Education as a fundamental human right and commits to taking

concrete steps to ensure the full inclusion and participation of persons with disabilities in

all aspects of society, including education.

Therefore, the legal and policy frameworks in the Philippines provide a solid

foundation for the promotion and implementation of Inclusive Education, emphasizing

the importance of equal access, non-discrimination, and accommodation of diverse

learning needs in educational settings. However, challenges remain in translating these

policies into effective practices on the ground, discussing the need for continued

advocacy, capacity-building, and resource allocation to fully realize the vision of

Inclusive Education for all learners.

 !7

In the Philippines, Inclusive Education means making sure that all kids, no matter

their abilities or disabilities, get a good education. But there are big problems stopping

this from happening smoothly.

One problem is that many schools don't have the right tools or places for kids with

disabilities, like ramps or special technology. Also, there aren't enough teachers who

know how to help all kinds of students learn together.

People's attitudes can be another barrier. Some folks still think it's okay to treat

kids with disabilities differently, which makes it hard for them to join in at school. Plus,

not everyone knows what Inclusive Education really means, so they don't push for it.

Money is also a big issue. Some families can't afford extra help for their kids with

disabilities, which makes it even harder for them to succeed in school.

This study wants to look at all these problems and find ways to fix them. We want

to make sure every kid in the Philippines has the chance to learn and succeed, no matter

what challenges they face.

!
STATEMENT OF THE PROBLEM

This study aims to know the readiness for implementing Inclusive Education in

Sorsogon City. Despite the recognized benefits and global advocacy for Inclusive
 !8

Education, there are significant challenges in its implementation. The researcher will seek

answers to the following question:

1. What are the challenges that educational institutions are facing when implementing

Inclusive Education in Sorsogon City?

2. How did the educational institutions deal with those challenges when implementing

the Inclusive Education in Sorsogon City?

3. How can the educational institutions determine their readiness to implement

Inclusive Education in Sorsogon City?

4. What are some of the effective ways to address the attitude and beliefs of teachers,

parents, and students towards Inclusive Education in Sorsogon City?

5. Are the educational institutions prepared to embrace Inclusive Education?

6. Is Sorsogon City prepared to implement Inclusive Education?

!
ASSUMPTION OF THE STUDY

The researchers assume that the City of Sorsogon is fully capable when it comes

to implementing the Inclusive Education. The result of the study is gathered from the

respondents’ factual and honest answer to the interview.

1. Factors such as insufficient funds and the acceptance of the parents and community

to learners with special needs affect the readiness of Sorsogon City for

implementing Inclusive Education.

 !9

2. The local government and stakeholders give full support to the Special Needs and

Regular teachers, such as giving sufficient funds, and appropriate learning

materials and classrooms.

3. Regular and Special Education Teachers receive enough assistance, seminars,

trainings and orientations to prepare them for the implementation of the Inclusive

Education, especially the regular teachers.

!
SIGNIFICANCE OF THE STUDY

This study is significantly helpful and beneficial to the following:

Teachers. This study will provide valuable insights and support for teachers,

ultimately helping them enhance their teaching practices and accommodating the diverse

needs of their students in an Inclusive classroom.

Parents. Parents of students with special needs will benefit from this study by

gaining valuable information about Inclusive Education initiatives in Sorsogon City, such

as the availability of inclusive schools and support services. Also, parents can make more

informed decisions about their child’s education, such as school selection and

opportunities for inclusive learning environments.

Future Researchers. This study will serve as a foundation for future researches

aimed at enhancing and developing Inclusive Education practices, policy development,

and understanding. This study will also provide a baseline understanding of the current
 !10

status of Inclusive Education in Sorsogon City, serving as a reference point for future

research and comparisons over time.

Community. This study will raise awareness about the importance of Inclusive

Education and its potential benefits for all members of the community which can

contribute to building a more inclusive, equitable, and supportive community where all

individuals have the opportunity to thrive and succeed.

Students. Results from the study can lead to improvements in educational

facilities, resources, and support services, ensuring that all students, regardless of their

abilities or backgrounds, have equal access to quality education.

School Administrators and Policymakers. The results of this study will serve as

a guide for them when developing and implementing policies, guidelines, and

frameworks to support Inclusive Education practices in schools across Sorsogon City.

This will also serve as a guide to advocate for increased funding and resources for

Inclusive Education initiatives, ensuring that schools have access to the necessary

infrastructure, personnel, and support services to implement inclusive practices

effectively.

!
SCOPE AND DELIMITATION

This study will mainly focus on the Readiness for Implementing Inclusive

Education in Sorsogon City. By gathering insight from the individuals who are directly

involved in this program.

 !11

The scope of the research includes conducting interviews with select number of

teachers from the three selected school in Sorsogon City to explore their readiness for

implementing Inclusive Education. There are 2 Special Needs Teachers from Bacon East

Elementary School, 7 Special Needs Teachers from Sorsogon East Central Elementary

School, and 3 Special Needs Teachers in Sorsogon National High School. The researchers

will also conduct an interview to the available and willing receiving teachers in each

school. This study limits its coverage to the three selected schools involve, its SPED

teachers and Receiving teachers, and the SNED-Division Coordinator to explore the

readiness of Sorsogon City for implementing Inclusive Education.

Additionally, the study will focus solely on the readiness of the three selected

school and the wholeness of Sorsogon City in implementing Inclusive Education and will

not discuss broader aspects of other programs and educational levels.

!
DEFINITION OF TERMS

The following are the terms used for the study and by the researchers in order to

easily understand the content.

Inclusive Education. This term is used when all students, regardless of any

challenges they may have, are placed in age-appropriate general education classes that

are in their own neighborhood schools to receive high-quality instruction, interventions,

and support that enable them to meet success in the core curriculum.
 !12

Special Education. This refers to a range of services to help kids with disabilities

learn and make progress in school.

Philippine’s Magna Carta for Disabled Person (1992). An act that provides for

the rehabilitation, self-development and self- reliance of disabled persons and their

integration into the mainstream of society.

DepEd Order No. 23, s. 2022 or the Child Find Policy for Learners with

Disabilities Towards Inclusive Education. It articulates the processes in ensuring that

learners with disabilities are identified, located, and evaluated to facilitate their inclusion

in the general basic education school system.

United Nations Convention on the Rights of Persons with Disabilities

(UNCRPD). It covers civil and political rights to equal treatment and freedom from

discrimination, and social and economic rights in areas like education, health care,

employment and transport.

Special Needs. Particular educational requirements arising from physical or

intellectual disability or emotional difficulties.

SNED. Special Needs Education is a legal definition and refers to children with

learning problems or disabilities that make it harder for them to learn than most children

of the same age.

 !13

SPED. Special Education is the practice of educating students in a way that

accommodates their individual differences, disabilities, and special needs.

Receiving Teachers. Regular teachers who receive pupils with disabilities

coming from Special Education (SPED) self-contained classes in their regular classes.

Disability. The state of having an illness, injury, or medical condition that makes

it difficult to do the things that other people do.

Hearing Impaired. A person who is not able to hear as well as someone who to

have hearing loss.

Visually Impaired. Any kind of vision loss, whether it's someone who cannot see

at all or someone who has partial vision loss.

Intellectual Disability. Is a term used when there are limits to a person's ability to

learn at an expected level and function in daily life.

Attention-deficit/hyperactivity disorder (ADHD). It is one of the most common

mental disorders affecting children. Symptoms of ADHD include inattention (not being

able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and

impulsivity (hasty acts that occur in the moment without thought).

Autism Spectrum Disorder (ASD). It is a neurological and developmental

disorder that affects how people interact with others, communicate, learn, and behave.

!
 !14

CHAPTER II

REVIEW OF RELATED LITERATURE

!
INTRODUCTION

This chapter presents a comprehensive review of the existing literature related to

the readiness of implementing inclusive education in Sorsogon city. This chapter includes

the review of related literatures, related studies, comparative analysis, theoretical

framework, and conceptual framework.

!
FOREIGN LITERATURE

Implementation of Inclusive Education

In Uganda, attitudes towards learners with disabilities and other special needs

were reported to be increasingly positive in the last decade. The findings on the

perceptions of the ability and capability of learners with disabilities and other special

needs to benefit from Inclusive Education drew a mixed reaction – some respondents

reported that there were learners who were able to benefit from inclusive settings, while

others did not. On the subject of the curriculum, the results revealed that some learners

with disabilities and other special needs were capable of benefiting from the regular

curriculum, while others would benefit from a special curriculum. Lastly, with regards to

environmental factors, the study revealed that adequate preparations were always made to
 !15

provide a conducive environment for learning in Inclusive Education settings (Okech, et

al 2021).

While in Indonesia, several supporting factors such as the existence of special

educators, class management, and curriculum contributes to the successful

implementation of Inclusive Education in several big cities in the country. However, there

are still many small cities in Indonesia that are still not successful due to unavailability of

adequate facilities and lack of information about the Inclusive Education system (Sari

2022).

Moreover, on the result of the study of Salleh (2021) about the Inclusive

Education in Malaysia’s Primary Schools: The Teachers’ View regard Inclusive

Education as a challenging concept to implement. Such views are influenced by multiple

factors, such as miscommunication between departments, sociocultural attitudes to

disability, educational systems, inefficient utilization of resources, insufficient facilities,

and teachers’ lack of knowledge and skills about special education and pupils with special

educational needs (SEN).

!
Challenges and Barriers in Implementing Inclusive Education

Sijuola, et al (2022) stated that implementing Inclusive Education would be

difficult due to the lack of clarity and uncertainty on what it entails. Teachers deal with

several hurdles in their experience of implementing Inclusive Education and learning to

integrate into the teaching can be a particularly challenging process, especially given the
 !16

number of new initiatives launched in local education. In addition, working with parents -

the first point of contact with the community outside the school - is another challenge of

Inclusive Education. Parents are the principal stakeholders outside the administration

circle of the school. Aside from these, teachers face numerous obstacles in providing

quality education to all students as disparities in our society increase.

Overall, Inclusive Education is suitable for society because of its capability to

integrate all people regardless of their disabilities into a single learning system. However,

its implementation is impeded and challenging because of the aforementioned factors

such as lack of training for teachers, poor attitude, inadequate infrastructure, and a host of

other challenging situations. It is imperative that all stakeholders in education make

conscious efforts to overcome these challenges and implement Inclusive Education.

Hence government, the ministry of education, educational donors, domestic and

international organizations, actual and prospective teachers, parents, the society, and the

students should embrace the concept of Inclusive Education and their respective roles to

make it a reality around the world, especially in developing nations.

While in Africa, challenges such as lack of parental participation, heavy

workload, inadequate training for teachers, multi-grade challenges, and lack of resources

contribute to the challenges faced by the teachers in Africa in implementing the Inclusive

Education (Adewumi, et al. 2019).

!
 !17

Teacher Preparedness, Attitudes, Professional Development and Best Practices for

Implementing

The results of the study conducted by Mucherah, et al. (2024) shows that those

educators in Kenya held moderately positive attitudes about inclusion and felt somewhat

ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt

prepared to engage inclusion held more positive attitudes about inclusion. Educators with

degrees in special education, who had also taken more courses in special education, held

more positive attitudes about inclusion and reported higher perceived preparedness.

However, the majority reported limited knowledge about special education and

opportunities for collaboration as significant barriers to inclusive practices.

The success of Inclusive Education Program implementation depends on special

education teachers along with their positive attitude, experience and strategy. Two main

aspects, namely attitudes and strategies, have proven to be the main factors predicted to

accomplish Inclusive Education Program for Special Needs Students. While the

knowledge aspect of special education teachers needs to be improved through relevant

courses and collaboration. Issues related to IEP need to be exposed to new teachers in

special education and mainstream field to ensure a successful IEP realization, in line with

the aspiration to reach for readiness of 75% students with special needs in the mainstream

setting by 2025 (Razalli et al., 2021)

Adewumi, et al. (2019) stressed some good practices when it comes to

implementing the Inclusive Education such as the use of teaching aids, giving individual
 !18

work, and informing parents of children’s challenges. Adewumi also recommends

collaborative effort among stakeholders and adequate training of teachers to ensure

effective support for learners with SEN.

Sharma, et al., (2021) listed some pedagogical practices for inclusive teaching-

learning such as: 1) respecting learners with different abilities, values, talents, learning

styles, social backgrounds and personal histories; 2) identifying and responding to the

specific needs or additional learning objectives and providing required resources; 3)

creating a supportive learning environment that promotes the learning of ALL children,

including children with disabilities; 4) using flexible and varied teaching methods based

on students’ learning pace and style; 5) use generic design principles to create accessible

classes; 6) use of assistive technology and devices; 7) lowering barriers in the learning

environment; 8) high expectations from all students including children with disabilities.

!
Impact of Inclusive Education on Students with and without disabilities (Academic,

Social and Emotional Outcomes)

Cole, et al., (2022) stated that students with disabilities who spend 80% or more

of their time in a general education inclusive classroom do significantly better in both

reading and math assessment than their peers who spend more time in separate special

education classrooms. While in comparison, Roldan (2021) asserted that students without

SEN benefit from participating in interactive learning activities with peers with SEN in

different ways: (1) they learn to respect others, accept differences, and acknowledge
 !19

different abilities, thereby creating opportunities for new friendships to develop; (2) they

learn about abilities related to helping others participate and learn, to be patient and to

gain the satisfaction in helping others learn and behave better; and (3) they benefit from

the cognitive effort required to explain themselves and from the contributions of peers

with SEN from which they can learn.

The result of the study of Kart (2021) shows mostly positive or neutral effects of

inclusion on the academic achievement of typically developing students in the lower

grades, whereas neutral or negative influence is indicated for later grades. Additionally,

students without disabilities have socially benefited from being in inclusive classrooms

with students with disabilities. Mainly, the social effects of inclusion are reduction of

fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance,

and understanding.

!
The Role of School Leadership, Resources and Infrastructure in facilitating

Inclusive Education

Leadership practices have gained much attention in research with regard to school

organization, teaching and students’ outcomes (Liebowitz & Porter, Reference Liebowitz

and Porter2019). There is evidence for the importance of successful school leadership in

terms of its relation to school organization, teaching and learning (Leithwood et

al., Reference Leithwood, Harris and Hopkins2020; Liebowitz & Porter, Reference

Liebowitz and Porter2019). In particular, ‘school leadership improves teaching and

 !20

learning, indirectly and most powerfully, by improving the status of significant key

classroom and school conditions …’ (Leithwood et al., Reference Leithwood, Harris and

Hopkins2020, p. 12). In general, it is assumed that successful leadership is characterized

by four areas of practice: setting directions, building relationships and developing people,

developing the organization to support desired practices and improving the instructional

program (Leithwood et al., Reference Leithwood, Harris and Hopkins2020).

In terms of Inclusive Education, the support and collaboration among teaching

staff gains increasing importance in school principals’ areas of responsibility. As

collaborative practices at school are associated to be necessary prerequisites for a

successful implementation of Inclusive Education , school principals are expected to

support and offer opportunities for teachers’ collaboration (Badstieber et al., Reference

Badstieber, Köpfer, Amrhein, Sturm and Wagner-Willi2018). This includes, for instance,

the establishment of specific time frames for collaboration and communication.

However, successful leadership practices are also a matter of factors that have an

impact on principals’ actions and their school management. This leads to the question of

which factors can influence principals’ actions regarding school development and

especially regarding the development of inclusive schools. Principals’ leadership depends

on various circumstances and cannot be considered completely detached and

independent. Thus, school principals’ actions with regard to school organization and the

provision of necessary conditions for teaching and learning are influenced by several

factors such as society, educational policy, institutional conditions and principals’

personal resources and competencies as an individual factor (Brauckmann-Sajkiewicz et

 !21

al., Reference Brauckmann-Sajkiewicz, Kemethofer, Warwas, Warmut, Pietsch, Graw-

Krausholz and Tosana2020; Hallinger, Reference Hallinger2018). As principals’ school

management in general cannot be considered without taking into account various factors,

such as the above mentioned, it seems necessary to examine which requirements are

relevant for the implementation of Inclusive Education.

!
Parental and Community Involvement in the Implementation of Inclusive

Education

Access to education has been reported to improve attitudes towards Inclusive

Education. It is widely believed that if individuals have access to higher education, they

will develop deeper insight into the plight of minority groups, and they will thus support

the practice of Inclusive Education. In addition, more educated parents will be actively

involved and will ensure that their children are given appropriate education in regular

classrooms (Haley & Allsopp, 2018). However, there is a lack of consensus in studies

regarding whether the educational qualifications of parents have an impact on inclusive

practices. For example, some studies have reported that the more educated parents are,

the more positive their attitudes will be towards practising Inclusive Education than

parents with few or no formal qualifications (Abu-Hamour and Muhaidat, 2014; Akpede

et al., 2018; Amponteng et al., 2019; Lohmann et al., 2018; Su et al., 2018; Torgbenu et

al., 2018; Zanobini et al., 2018). In a study of factors influencing parental attitudes,

knowledge and social norms promoting implementation of Inclusive Education in

Nigeria, Torgbenu et al. (2018) recruited parents of children with disabilities and typically
 !22

developing peers to assess their perspectives. With respect to education, they reported

that the more educated parents are, the more likely they will be positive on attitudes,

knowledge and perceived social norms promoting Inclusive Education. This finding

suggests that highly educated parents will be favorable towards implementation of

Inclusive Education and will be more knowledgeable and aware of efforts of the

government or policy-makers to support schools to implement Inclusive Education for

students with disabilities. It is apparent that parents who are knowledgeable will

understand the relevance of Inclusive Education and will ensure that all children are

given the requisite teaching services in the classroom. This seems to suggest that policy-

makers in Nigeria involved in implementation of Inclusive Education could promote the

practice of Inclusive Education in schools or could intensify awareness to ensure

acceptance among parents.

Conversely, other studies have reported no significant difference between

educational qualifications of the parents and attitude towards Inclusive Education (Al-

Dababneh, 2018; De Boer et al., 2012; Wilhelmsen et al., 2019). In a study conducted in

the Netherlands, De Boer et al. (2012) studied the influence of demographic variables on

attitudes of parents, students and teachers towards inclusion of students with disabilities.

Although all the participants were positive towards implementation of Inclusive

Education, the researchers found no difference between parents on educational

qualifications. This appears to suggest that regardless of the qualifications of parents,

they will be favorable towards implementation of Inclusive Education. It is apparent that

in the Netherlands which is a high-income country, there may be systems and structures
 !23

guiding implementation of Inclusive Education. All parents may be confident that all

children who attend school will be given the needed teaching and learning services.

Teachers may be providing children with the necessary services in schools,

parents appear not to be able to contribute towards the learning of their children. Their

children lagged behind in their studies without receiving adequate assistance at home,

which ultimately led to them dropping out of school. Similarly, in countries such as

Ghana, Malawi and Zimbabwe, many parents of children with disabilities stated that they

had not been educated or informed about the implementation of Inclusive Education

(Amponteng et al., 2019; Bannink et al., 2019; Magumise and Sefotho, 2018). Parents of

children with disabilities tend to blame policy-makers for not having thought the policy

and its implementation through before the policy was introduced. Interestingly, parents of

typically developing peers had similar concerns like their peers with children with

disabilities, as they lacked understanding of Inclusive Education, support services and

even disability issues (Sira et al., 2018). Although they exhorted their children to accept

peers with disabilities, they had limited information about the causes of disabilities and

the reasons for disruptive behavior in the classroom. Parents seemed not to have been

engaged much about the practice of Inclusive Education, their role and how they can

support the learning of their children at home. It is vital for stakeholders to take deliberate

steps to educate parents to enable them to develop insight into inclusive practices, as well

as how they can contribute towards these practices.

!
!
 !24

LOCAL LITERATURE

Philippine Laws, Policies, and Guidelines related to Inclusive Education, such as the

Magna Carta for Persons with Disabilities and the Inclusive Education Policy

On March 11, 2022, RA 11650: An Act Instituting a Policy of Inclusion and

Services for Learners with Disabilities in Support of Inclusive Education, Establishing

Inclusive Learning Resource Centers of Learners with Disabilities in all School Districts,

Municipalities and Cities, Providing for Standards, Appropriating Funds Therefor, and

For Other Purposes was approved and signed into law by Former President Rodrigo Roa

Duterte. This law states that all public schools nationwide are required to identify learners

with special needs and provide these learners with free basic and quality education. It

also mandates that all cities and municipalities have at least one Inclusive Learning

Resource Center (ILRC). An ILRC is a physical or virtual center that provides teaching

and learning support through appropriate, accessible, and gender-sensitive materials.

Sec. 2. Declaration of Policy of RA 11650 states that it is the policy of the State to

protect and promote the right of all citizens to quality education at all levels and shall

take appropriate steps to make such education accessible to all. It shall recognize, protect,

and promote the rights of all learners with disabilities, including those belonging to

ethnic, religious or linguistic minorities or persons of indigenous origin, to education

based on equal opportunity, make such education compulsory and accessible to them by

ensuring that no learner with disability is deprived of the right of access to an inclusive,

equitable, and quality education, and promote lifelong learning opportunities for them.
 !25

Chapter II under the Rights and Privileges of Disabled Persons of the Republic

Act No. 7277 also known as the “Magna Carta for Disabled Persons” tackles about the

objectives that the state shall accomplish in terms of providing education for the disabled

person. Section 12 ensures access to quality education for disabled persons and prohibits

institutions from denying admission based on disability. It also mandates consideration of

disabled persons' special needs in educational policies and encourages the provision of

auxiliary services. Section 13 provides financial assistance to economically marginalized

but deserving disabled students pursuing post-secondary or tertiary education. Section 14

mandates the establishment of a complete and integrated system of special education for

various disabilities nationwide, including special education classes in public schools and

Braille and Record Libraries. Section 15 provides vocational, technical, and other training

programs for disabled persons, including sports and physical fitness programs. Section 16

focuses on developing non-formal education programs for disabled persons. Section 17

assigns responsibilities to State Universities and Colleges (SUCs) to develop aids for

disabled persons, research special problems, and eliminate social barriers. The National

Government shall provide SUCs with necessary facilities and allocate funds to support

these efforts.

The efforts to promote Inclusive Education have involved teacher training. The

collaboration between the Department of Education (DepEd) and the United Nations

Educational, Scientific and Cultural Organization (UNESCO) enhances the skills of

teachers in integrating students with disabilities into mainstream classrooms. It

encompasses various topics, constructs Inclusive Education, including adapting

 !26

instruction to meet the needs of students with disabilities, fostering a supportive learning

environment, and promoting effective collaboration with parents.

Likewise, the Philippines has been actively engaged in the development of

policies aimed at promoting Inclusive Education. One policy being implemented is the

establishment of Special Education (SPED) schools that cater specifically to students

with special needs. The schools mentioned offer various services and accommodations,

including smaller class sizes, specialized instruction, and adaptive technology. This

landscape is designed to support student's academic success and enable them to thrive in

their educational environment. (Cabanero 2023).

Additionally, the Alternative Learning System (ALS) is a policy that supports

Inclusive Education by offering non-traditional learning options to students who have

discontinued their education or cannot attend regular classes due to health or other

circumstances. ALS programs provide a range of courses, encompassing vocational

training and basic literacy and numeracy courses. These offerings enable students to learn

at their own speed and in a comfortable setting. The Department of Education (DepEd)

released DepEd Order No. 21 in 2019, titled Policy Guidelines on the K to 12 Basic

Education Program. This order encompasses a policy framework on Inclusive Education.

The framework aims to ensure that every Filipino has access to a high-quality, fair, and

Inclusive Education rooted in their cultural context and covers all essential aspects.

!
!
!
 !27

Current State of Inclusive Education Practices in the Philippines

According to Muega (2016) very little is known about the practice of educational

inclusion in the Philippines. The absence of a shared approach to education in the

country, one that is open to all students, suggests that a strong conceptual basis for

Inclusive Education (IE) remains to be established. This lack of grounding for a sound

practice of IE makes it difficult to articulate the reasonable extent of involvement

members of the school community must have in the education of children with special

needs (CSN). So far, the practice of IE in Philippine basic education is largely determined

by Department of Education Order No. 72, s. 2009, an outdated directive which does not

specify a stable, clear, and definite process of including CSN in the general education

setting. A move to effect high-quality inclusion in Philippine schools is said to be

underway, but at present, the Special Education Act (Philippine Senate Bill 3002), which

is supposed to determine the practice of inclusion in general education schools, is still

under review at the Philippine senate. The continued delay of this bill’s passage into law

and which standards should be met in its implementation are issues that continue to defy

definitive resolution.

When people in the Inclusive Education field were asked if they have seen any

changes in schools in the classroom over the years, they responded,

“Struggles are always present. Schools are so focused on their so called ‘regular’
students that the needs of Persons with Disability seem invisible to them. If we
have difficulties reaching out to teachers before, more so now since we can’t visit
them physically. The dominant change in the understanding of Inclusive
Education is that educators know that it is a right, however, but they still have not
accepted their responsibility of ensuring this right. They only are more charitable
to Persons with Disability. So long as our department of education cling on their
 !28

SpEd concept, teachers will always believe that education of persons with
disability is not their responsibility but that of SpEd.” – Alphalyn Pedro, Training
Coordinator at Saint Louis University Institute for Inclusive Education.
!
According to Ambiong (2020), here in Northern Luzon, IIE (Institute for

Inclusive Education), is assisting PwD students and private schools to make their school

materials accessible. They help in making e-copies of their books and in reminding

schools about the inaccessibility of images without alt text. Unfortunately, IIE can only

do so much as schools are protective of their materials and won’t let IIE staff access

them. Ms. Alphalyn also stated that very minimal accommodations are provided by the

schools for the PwD students and that some of the remote learning teachers are unaware

that they have a blind or deaf student in class until, the student tells them. Sadly, students

with disabilities are again left behind during the time of COVID19. The next thing to be

considered is, can parents afford to send their child with a disability to school? The

Philippines is a developing country and many Persons with Disabilities (PwD) are living

in poverty. Some of them were forced to stop their classroom education because the

family could no longer afford to send them to school.

Gonzaga, Et al., (2023) relates about the implementation of Inclusive Education in

Cebu Province. General education teachers play a crucial role in realizing inclusion but

face challenges in their implementation of inclusive pedagogy. While efforts have been

made to build teacher capacity through courses and development programs, research

indicates more targeted support is still needed to equip educators with competencies for

collaborative, differentiated instruction suitable for local contexts. Specifically,

limitations in training, resources, role clarity, and attitudinal barriers complicate teachers’
 !29

ability to plan and deliver lessons addressing the needs of heterogeneous classrooms. A

lack of targeted professional learning leaves many teachers struggling without adaptive

strategies and methods for integration and navigation of collaboration models.

Insufficiencies in curriculum design further challenge planning and accommodation.

!
Readiness of Philippine Schools, Teachers, and Communities for Inclusive

Education, particularly in Sorsogon City or Bicol region

Republic Act No. 11650, March 11, 2022 is an act instituting a policy of inclusion

and services for learners with disabilities in support of Inclusive Education, establishing

inclusive learning resource centers of learners with disabilities in all school districts,

municipalities and cities, providing for standards, appropriating funds therefor, and for

other purposes.

In the Philippines, the practice of Inclusive Education is largely determined by

Department of Education Order No. 72, s. 2009, an offshoot from various national laws

and guidelines such as Art. IV. Sec 2 which mandates the state to encourage non-formal,

informal and indigenous learning systems as well as learning independent and out of

school youth study programs and to provide adult citizens, the disabled and OSY with

training on civics, vocational efficiency and other skills; PD 603 (1974) Article 3 which

accounts for the rights of the child and provides for the rehabilitation, self-development

and self-reliance of disabled persons and their integration into the mainstream of society;

and Art 1 Sec 5 which states that the ultimate goal of SPED shall be the integration or

mainstreaming of learners with special needs into the regular school system and
 !30

eventually into the community. Another law that aims to effect high-quality inclusion in

Philippine schools is still under review at the Philippine Senate (Special Education Act

(Philippine Senate Bill 3002)

The Philippines is particularly interesting for the following reasons: there is an

increasing awareness regarding special education and a growing concern for children

with exceptionalities; a long history of special education; the manifold laws and policies

as offshoots of international initiatives among countries and the gloomy reality that

developing nations and the rural areas get the short end of the delivery of educational

services.

Currently, Inclusive Education practice all throughout the public school in the

country is integration. In so doing, regular teachers try to help these students by fitting

them into mainstream classes. This practice may have had its roots as articulated in the

Policies and Guidelines for Special Education that the ultimate goal of special education

shall be the integration or mainstreaming of learners with special needs into the regular

school system.

Socially imposed or perceived differences, such as those based on gender, ethnic

group or social origin, language, religion, nationality, economic circumstance, and

abilities of an individual, were prohibited by the UNESCO Convention against

Discrimination in Education (1960) and international human rights law (Sestier, 2019).

The Department of Education provides Inclusive Education as part of its purpose

to enhance every Filipino citizen's right to such educational services, allowing it to meet

its promise to deliver complete, high-quality, equitable, and culturally-based primary

 !31

education. It enables students with special needs to engage in typical school

environments.

Despite the support of multiple rules, legislation, and initiatives to assist and

accelerate the benefits of all efforts in this direction, ordinary schools with an inclusive

orientation encounter several problems (Allam & Martin, 2021). To address the lived

experiences of 21st-century instructors in the system of Inclusive Education, it is feasible

to discover gaps between the challenges and issues encountered by the instructors and

prospective ways to overcome such hurdles. Teaching is perceived as a calling rather than

a job.

Worldwide, Inclusive Education has become the norm in special education. Most

countries throughout the world are following this trend in schooling. According to one

researcher, the Philippines is one of the countries that has implemented this curricular

innovation. However, instructors found it challenging to implement Inclusive Education

in public and private schools across the country (Sanchez et al., 2021).On the other hand,

teachers in an inclusive classroom benefit significantly from having a degree and training

in special education (SPED).According to the research, instructors had positive and bad

experiences in the inclusive context (Boitumelo et., al 2020). These encounters have a

profound impact on their attitudes and views regarding inclusiveness.

In promoting inclusivity, more research should be done on developing and

implementing successful inclusive practices and teacher support (Boitumelo et., al 2020).

Research on Inclusive Education teachers' lived experiences in the Philippines has been

undertaken. Most are concerned with instructors' support, problems, solutions, benefits
 !32

and drawbacks, and future possibilities. However, research on the meta-synthesis of

teachers' lived experiences with Inclusive Education in the Philippines is still needed. As

a result, this research aims to meta-synthesis research works on teachers' lived

experiences of Inclusive Education throughout the country.

!
Experiences, Perspectives and Attitudes of Filipino Teachers, Parents and Students

towards Inclusive Education

The Department of Education provides Inclusive Education as part of its purpose

to enhance every Filipino citizen's right to such educational services, allowing it to meet

its promise to deliver complete, high-quality, equitable, and culturally-based primary

education. It enables students with special needs to engage in typical school

environments. There are center in the country within schools that have been used as

examples and can develop an inclusive framework.

On the other hand, teacher education, policies, and teachings aided in the

inclusion endeavor and problems (Inciong & Quijano, 2020). Dilemmas in and out of the

classroom increased instructors' responsibilities and hampered their ability to offer

students a high-quality education. Despite the support of multiple rules, legislation, and

initiatives to assist and accelerate the benefits of all efforts in this direction, ordinary

schools with an inclusive orientation encounter several problems (Allam & Martin,

2021). To address the lived experiences of 21st-century instructors in the system of

Inclusive Education, it is feasible to discover gaps between the challenges and issues

encountered by the instructors and prospective ways to overcome such hurdles. Teaching
 !33

is perceived as a calling rather than a job. The responsibility is to encourage learning and

holistically develop learners. Teaching is one of the top five most stressful job options,

with the highest incidence of career change (Lewis et al., 2021). Implementing Inclusive

Education has been one of the most challenging difficulties any educational institution

has encountered in recent years (Sharma & Desai, 2020). Parent-teacher interactions,

student behavioral issues, coworker interpersonal difficulties, and school and parent

demands contribute to stress and burnout (Skaalvik & Skaalvik, 2019).

According to Alghazo and Gaad (2020), there needs to be more support for

inclusion. Worldwide, Inclusive Education has become the norm in special education.

Most countries throughout the world are following this trend in schooling. According to

one researcher, the Philippines is one of the countries that has implemented this curricular

innovation. However, instructors found it challenging to implement Inclusive Education

in public and private schools across the country (Sanchez et al., 2021).

According to Agbenyaga (2020), many public and private schools in Cebu City

and around the Philippines provide Inclusive Education. Teachers in inclusive classrooms

may become frustrated due to a lack of skills and professional competence to assist

learning for students with special needs. On the other hand, teachers in an inclusive

classroom benefit significantly from having a degree and training in special education

(SPED). According to the research, instructors had positive and bad experiences in the

inclusive context (Boitumelo et., al 2020). These encounters have a profound impact on

their attitudes and views regarding inclusiveness. According to Mangope (2019),

providing help to general and special education teachers who work with kids with
 !34

disabilities in an inclusive setting can create positive social change and increase

inclusion's overall performance. Furthermore, keeping a positive self-image and attitude

and always believing in and pushing oneself may aid Inclusive Education instructors in

dealing with pressures (Nketsia et al., 2021). However, a strategy or model can only

address a subset of inclusion’s difficulties. In promoting inclusivity, more research should

be done on developing and implementing successful inclusive practices and teacher

support (Boitumelo et., al 2020). Research on Inclusive Education teachers' lived

experiences in the Philippines has been undertaken. Most are concerned with instructors'

support, problems, solutions, benefits and drawbacks, and future possibilities.

Inclusive Education continues to implement and improve its potential in

developing and less developed countries. Its purpose is to create an equitable learning

environment to develop positive experiences in both teaching instruction and innovation.

However, teachers also encountered challenges in Inclusive Education regarding teacher

training, educational services, and delivery of instruction due to economic and student-

related problems.

!
A. Positive Experiences in Inclusive Education

This category describes the teachers' positive experiences in the delivery of

Inclusive Education that emerged in the thematic analysis. Nine (9) out of the fifteen (15)

studies in the Philippines cited that teachers have gained perspective in enhancing their

teaching capabilities through adopting an inclusive curriculum.

 !35

Theme 1: Adherence to continuing professional education

Initial teacher education will improve instructors' ability to become competent

classroom practitioners. Teachers, like other professionals, require continual

professional development opportunities to continue developing their expertise

(Faragher, 2021). Teachers continually seek specific strategies about the

condition affecting the learning process to better cater to their students' needs. It

is vital in supporting students with special needs since teachers benefit from

professional learning opportunities to adapt and modify needed instruction for

their students. Upon establishing their classroom dynamics, teachers turn to the

availability of a "mentor" from whom they can seek advice in enhancing their

skills. In the Philippines, continuing professional development for Inclusive

Education remains limited by training costs, particularly for public school

teachers.

Theme 2: Establishment of policies for inclusion

Learners must demonstrate competence to comprehend and accept individuals

with various values, beliefs, attitudes, and behaviors. To adjust to these

differences, they must be knowledgeable enough to effectively apply skills and

attitudes that work best in interacting with a broad diverse community. To

achieve this goal, the State and the Ayta collaborated to alter the curriculum to

implement opinions, themes, issues, and concepts necessary to and relevant to the

Ayta into the educational system. (Cucio &Roldan, 2020).

Theme 3: Instructional innovations and initiatives

 !36

The Department of Education conducts seminars for Health teachers and

encourages them to teach SOGIE to students, as is the scope of inclusivity. They

should also make changes and improvements to educational resources used to

assist instructors and students in learning about SOGIE and conduct classes with

an unbiased mentality to reduce stigma and stereotypes (Luxa, 2020). On the

other hand, the SEN program's administrators have plans to enhance and sustain

the well-being of the programs and to be highly competitive with other

universities that also offer the same program in the Philippines and neighboring

Asian countries (Pilao& Relojo, 2021). There is also a need for physical aspects

such as workouts and sports activities to be incorporated to preserve the

program's well-being and improve the curriculum for students who excel in

physical activities. They also plan to train the students in clerical jobs like

sorting, filing, library management, and even photocopying and prepare them for

independent living.

!
B. Challenges in Inclusive Education

This category describes the teachers' difficulties and challenging experiences in

the delivery of Inclusive Education that emerged in the thematic analysis. Six (6) out of

the fifteen (15) studies in the Philippine setting cited teachers lacking educational

assurance and readiness to implement Inclusive Education in a developing country.

Theme 4: Limited readiness and skills of teachers

 !37

Teachers know that varied learning is required for successful inclusive teaching,

but they are also aware of their incapacity to secure it (Muega, 2020). The

difficulties they encountered included instructional techniques and teaching

tactics, parental support for their child's academic demands, how ordinary

instructors deal with educational changes in teaching children with special needs,

and coping mechanisms for prejudice (Rosales & Rosales, 2019).

Theme 5: Shortage of educational services

The Philippines' educational system is a mess, especially compared to other

countries, as most classrooms here are typically overcrowded. Concerns have

been raised about a shortage of teaching and learning resources, teacher

recruiting, retention, training, and collaboration among government organizations

dealing with indigenous peoples (Cucio & Roldan, 2020). Teachers' lack of

training, bullying, infrastructural issues, student learning, curriculum, class size,

resources, and other pupil-related issues are all challenges in inclusive

classrooms for children with disabilities (Paguiran, 2020).

Theme 6: Problems affecting teacher instruction

There are educational, social, and psychological issues, such as educational

apprehensions, intermittent virtual socialization, and even psychological crises,

resulting from the emergence of covid-19, which causes difficulties in instructors'

pedagogical instruction via emergency remote teaching (Toquero, 2021).

Teachers in the Philippines are unfamiliar with emergency e-learning

 !38

environments, which provide enormous obstacles for special education teachers

in instructing students (Talidong & Toquero, 2020).

!
C. Addressing the challenges in teaching

Ten (10) out of the fifteen (15) studies conducted in the Philippines demonstrated

the critical impact that economic and educational collaborations play in strengthening

teachers' professional and personal attributes to meet the demands of Inclusive Education.

Theme 8: Addressing essential external support

Despite having access to all ICT, the quality of teacher expertise on Inclusive

Education at the Covid-19 educational levels has to be enhanced. Because there

is no spending or investment item for children with special needs in educational

institutions, instructors must be able to obtain training on specialized inclusion

subjects and acquire all of the required tools to reach students with exceptional

abilities. With two years of continuous employment and ongoing training in ICT-

related topics, the teacher can exhibit a mastery of ICT at all levels (deficient,

low, regular, high, and very high). Regression in this improvement for the

inclusion of technology can be because some teachers continue to promote

conventional education. In improving Inclusive Education, educators must

receive training in inclusion issues and look for new technology aids to assist

children with special needs so that their academic performance can be improved

year after year for the benefit of the student (Romani, 2022).
 !39

D. Meta-Themes

Synthesizing the eight (8) themes and their implications emerged two (2) meta-

themes: teacher training and instructional aids and services, which are vital factors in

improving inclusive teaching and learning in the Philippines.

!
E. Inclusive Institutional Policies

Taking into account the policies that uphold inclusion and child-friendliness, like

incorporating then-taboo topics into the instruction, school rules that protect the students

from all forms of stereotypes and discrimination, and that open a space for every student

with and without disability to be safe and included. In the context of teacher preparation

in Inclusive Education, teachers need to attend seminars and training on special and

Inclusive Education (Landasan, 2020). In addition, the Department of Education must

include all the teachers handling special education classes in their action plan (Baguisa,

R. K, & Ang-Manaig, K., 2019). Inclusive institutional policies hold a vital role in the

current educational system in the Philippines. Whatever is being crafted and disseminated

for implementation at the institutional level affects everyone around the landscape of

Inclusive Education. Therefore, policies and programs developed at the institutional level

must favor the benefits of all stakeholders of Inclusive Education.

!
!
!
 !40

F. Continuum of Support and Services

Inclusive Education involves internal and external stakeholders (e.g., parents and

government units). Thus, every stakeholder needs to be part of the process and contribute

in whatever forms it can provide (Toquero, 2021). To fully execute the strategies for

students with disabilities, they must be well backed with the support and services of

professionals who can provide and recommend the appropriate interventions concerning

their limitations in a particular area. A continuum of support and services is one of the

trends and issues affecting special education in the Philippines. As one of the meta

themes of this study, a synthesized statement is that schools must cultivate support from

the school leaders, other support professionals or personnel, and the local government

units to shift the continuum from being a limited one to becoming an adequate one

continuum support and services.

The implementation of Inclusive Education in the Philippines shows excellent

potential in enhancing teacher efficiency to meet every learner's need for quality

education. Application of the 21st-century skills in constructing pedagogy, delivering

instruction, and managing proper assessments are vital and need reestablishment to

teacher training to well-suit both general and special learners in their teaching service.

Challenges that revolve around the lack of continuous provision of instructional aids and

services still need attention to effectively address the right services for every learner's

needs. It is recommended that schools integrate numerous training and seminars for the

general education teachers to meet the standards in implementing Inclusive Education

programs. Providing collaboration should be achieved by the local community education

 !41

committee, parents, teachers, and school staff in addressing the concerns for Inclusive

Education.

!
Availability and Quality of Support Services, Assistive Technologies and Reasonable

Accommodations for students with disabilities in Philippine Schools

Assistive technology is a device used by individuals with disabilities (Brant &

Bryant, 2020). It allows individuals with disabilities to perform inclusive functions.

Disabilities Education (IDEA) provides a basis for policies and legislation. The special

education (SPED) centers in Cebu, Philippines, are increasing. These are self-contained

classrooms and are highly structured learning environments. This study aims to determine

the adequacy of assistive technology services. A SPED school was considered to be

efficient if effective assistive technology service deliveries for exceptional learners were

attained (Belson et.al, 2019; Nilsson, Gustafson & Svensson, 2020; Chukwuemeka &

Samaila, 2020). Malouf (2020) points out that technology has become an essential

component of modern life. As cited by Edyburn (2021), the field of SPED technology has

grown over the past 20 years, compared to disciplines like reading or psychology.

One of the indicators of its maturity is the presence of the different theories,

models, and frameworks of technology in special education (Erdem, 2019). Bryant and

Bryant (2020) looked at the history of assistive technology in three periods. (a) the

Foundation Period which occurred during the 1900s, (b) the Establishment Period which

began from 1900 to 1972, and (c) the Empowerment Period which started from 1973 up

to the present. Twenty years ago, the US Congress passed the Education for all
 !42

Handicapped Children Act (P.L. 94-142, now known as the Individuals with Disabilities

Education Act (IDEA) requiring a Free and Appropriate Public Education (FAPE) for

children with disabilities. One of the related services that schools were mandated to

provide students with disabilities was assistive technology (Meyer and Maurer, 2020).

Over the past centuries, Computer-Aided Instructions (CAI) has been the most

common type of software employed in teaching content material or basic skills

(Woodward & Cuban, 2020). In educational technology literature, the role of computers

was to become a “tutor” in the learning process (Lazar, 2019). This instruction helped

lessen the teachers’ burden to deliver instructions in a more structured way. However,

according to Malouf (2021), there was little evidence that the efforts in improving

educational outcomes by using technology engendered broad or sustained improvements

for a substantial number of students in schools. Indeed, there must be proper scaffolding

by teachers, backed up with adequate knowledge, resources and skills in using this

instructional device, since the technology was recognized as a means for individuals with

disabilities to access the mainstream society.

Educational technology is a mode to potentially equalize the capabilities of

persons with and without disabilities. CAI is only one type of specialized technology

device commonly referred to as assistive technology. “Assistive technology” consists of

the tools and strategies that act to liberate the use of technology to all students as well as

to provide new ways to promote interactions and learning inside the classroom setting.

They acted to “augment abilities and bypass or compensate for a disability” (Lewis,

2021). Assistive technology was referred to as both assistive technology devices and
 !43

services. Assistive technology also promoted equity of opportunity. The report of the

House Committee on Education and Labor, with regards to the Individuals with

Disabilities Education Act (P.L. 101-476) stated that "advances in the development and

use of assistive technology have provided new opportunities for children with disabilities

to participate in educational programs”. The provision of assistive technology devices

and services redefined an appropriate placement in the least restrictive environment and

allowed greater independence and productivity." (Alfar et. al, 2019; cites Neveldine,

2020). Over the past fifteen years, it summarizes the effectiveness of assistive technology

services that have taken place. The focus was on the assumption that technology’s

primary use was more of an electronic tutor and the software was best categorized as

CAI.

However, most of the research centered on the educational impact of technology-

specific to non-disabled peers rather than the students with disabilities. Johnson (2020) in

his Literature Review on Assistive Technology Services and its Educational Impact on

Student Performance and Curriculum Development exposed some deep-seated

weaknesses with past research on educational technology services impact. One probable

reason is that the research focused on the child’s educational performance using the

technology in a more immediate impact mindset (Ricci, 2021). Authors made a clear

explanation for this inadequacy: “Because students with disabilities could be expected to

learn at slower rates, had long histories of academic failure, and needed more intensive

instruction than their non-disabled peers, short term interventions hardly could be

expected to produce significant changes (Johnson, 2019 citing Okolo et al, 2020).
 !44

Another weakness seen on the early research was that “much of the research looked at the

way in which technology could monitor progress toward IEP (Individualized Education

Plan) goals, assess students to determine eligibility, for special education services, or

document how technology is used under naturalistic conditions.

Three empirical studies were conducted that supported the idea that adequate

assistive technology services would help students perform educational tasks as cited by

Johnson (2020). These studies were conducted by Fichsten et al. (2021). 800 students

shared during the interview that computers aided them in writing, help overcome barriers

despite their disability, make work faster, and give them personal growth (Johnson, 2020,

citing Fichsten et al., 2021). The second study was conducted on thirty- seven students

with disabilities at the post- secondary level. According to the 35 users, computers aided

them in accessing information, promoting independence, and compensating for their

disabilities. Challenges in the use of computer technology were pointed out by the second

group of students which included the cost, the technology imperfections, such as

grammar and spelling checks, and the screens reader’s abilities to read all information on

the page such as images and graphs (Johnson, 2020, citing Fichsten et al, 2021). The final

study was conducted by Fichsten et al. (2021, cited from Johnson, 2020). 725 post-

secondary students with disabilities were the main respondents of the study. The majority

of them indicated that there are advantages and disadvantages to using assistive

technology. Johnson (2020) cited some weaknesses in the research conducted by Fichsten

et al. He stated that the study lacked participants as well as quality control with survey
 !45

distribution and collection since the questionnaires were distributed by multiple people,

offices, and organizations.

In the local setting, a project implementation study was conducted by Donaldo

(2020) on the state-of-the-art devices for SPED at the multimedia center of the Cebu

State College of Science and Technology-Main Campus: Assistive Technology. They

found out that there were a lot of assistive technology devices which were available in the

Philippines. “Here in the Philippines, some of these assistive technology devices are

already available in the market. Devices like the desktop computer, talking calculator,

cassette recorder, crutches for adults, book chair or book rest, pencil grips, circular lens

magnifiers, canes for the blind, and the educational computer soft wares could be

purchased in local educational stores and local non-government agencies that catered to

special people. (Alfar, et al, 2021).

A case study on Assistive Technology Utilized by Teachers in Sped Classes for

Students with Cognitive Limitations conducted by Borabo (2020) found out that the

problems of using assistive technology devices and services in Cebu Children of Hope

included time consumption, tedious project accumulation, too much time in completing

programs and difficulty of program modification in including assistive technology

devices. However, she also cited the benefits of using assistive technology devices for

children with special needs. Using these devices improved the student’s comprehension,

increased attention and participation, and reduced workload and effort for teachers. Her

subject of study, however, was only restricted to one school. Hence, the veracity of the

results was only true to one setting. Another seminar report on Computer Assisted
 !46

Learning Approach for Non-Verbal Autistic Child conducted by Quiros (2020), studying

a four- year-old child with autism spectrum disorder, concluded that the computer-

assisted device approach was effective in teaching nonverbal children with autism. She

suggested during the period of interventions that involving animations will increase the

visual-auditory skill of these children. However, these behavior patterns manifested by

the child in the study might not be the same behavior shown by other children with

autism spectrum disorder given different environmental settings and circumstances

(Newcomb & Hagopian, 2019).

Based on wide observation nowadays, assistive technology in the special

education context has gained so much familiarity. Some of these devices were prevalently

used to increase learning functionality. As observed, the most common assistive

technology devices used in the Philippines were the slate and stylus for visually impaired

individuals and hearing aid for hearing impaired students, and many more. However, the

focus of special education practitioners' centers only on technology, neglecting the

important aspects of looking at the effectiveness of its implementation. Malouf (2023)

stressed that for the practitioners to explore better ways to use technology for students

with disabilities; they must be concerned not only with the effectiveness of its innovation

but also with its adaptation and implementation. In other words, the use of assistive

technology must provide impactful learning to children with special needs helping them

become holistically functional. What matters was not the quantity of the devices but the

quality and appropriateness of their use. Therefore, this study will be beneficial to the

public and private SPED centers in Cebu Philippines. It will help parents and teachers in
 !47

terms of the adequacy of assistive technology for students with disabilities. It will be a

necessity for special education practitioners, administrators, parents, and other

professionals working for children with special needs to assess and be concerned not only

about the number of assistive technology devices present but also on the overall

implementation of assistive technology services in their respective SPED centers.

!
Role of Local Government Units (LGU’s) and Non-Governmental Organisations

(NGO’s) in supporting Inclusive Education initiatives in the Philippines

Inclusive Education plays a crucial role in promoting equality and ensuring that

every child, regardless of their abilities, has access to quality education. While

governments bear the primary responsibility for providing Inclusive Education, non-

governmental organizations (NGOs) also play a vital role in advancing this cause. NGOs

bring unique perspectives, expertise, and resources to the table, working alongside

governments and communities to create Inclusive Educational environments that benefit

all children. This article gives the essential role of NGOs and LGU’s in promoting

equality through their efforts in Inclusive Education.

According to, Satya Shakti (2023) there are several roles of NGO’s and LGU’s in

supporting Inclusive Education.

1. Advocacy and Policy Influence

NGOs specializing in Inclusive Education often act as advocates, campaigning

for policy changes and influencing decision-makers to prioritize inclusive

 !48

practices. They bring attention to gaps in legislation, push for the implementation

of Inclusive Education policies, and work towards creating an enabling legal

framework. NGOs conduct research, produce reports, and engage in dialogue

with policymakers to shape Inclusive Education policies that reflect the needs

and rights of all children.

2. Capacity Building and Training

NGOs provide invaluable support by building the capacity of educators,

administrators, and communities to foster inclusive learning environments.

Through training programs, workshops, and resources, NGOs equip teachers with

inclusive teaching strategies, empowering them to cater to diverse learning needs

effectively. They promote inclusive pedagogies, support the development of

Individualized Education Plans (IEPs), and facilitate the adoption of assistive

technologies to ensure that students with disabilities receive the necessary

support.

3. Community Engagement and Awareness

NGOs play a critical role in raising awareness and fostering community

engagement in Inclusive Education. They organize campaigns, workshops, and

community events to address stereotypes, challenge prejudices, and promote

understanding and acceptance of diversity. By engaging parents, families, and

communities, NGOs facilitate the creation of inclusive support networks and

encourage the active participation of all stakeholders in the education process.

 !49

4. Service Provision and Direct Support

Many NGOs go beyond advocacy and directly provide essential services to

children with disabilities or learning difficulties. They establish inclusive schools,

resource centers, and specialized programs that cater to the specific needs of

marginalized groups. NGOs may offer diagnostic assessments, therapeutic

interventions, assistive devices, or scholarships to ensure equal access to

education for all children, regardless of their backgrounds.

5. Collaboration and Partnerships

NGOs often collaborate with governments, schools, and other stakeholders to

create sustainable and Inclusive Education systems. By forging partnerships,

NGOs leverage their expertise and resources to support the implementation of

Inclusive Education policies at the grassroots level. They work alongside

government agencies, educational institutions, and communities to address

barriers, share best practices, and advocate for the inclusion of marginalized

groups in mainstream educational settings.

6. Monitoring and Evaluation

NGOs also play a crucial role in monitoring and evaluating the progress of

Inclusive Education initiatives. They collect data, conduct assessments, and track

the impact of inclusive practices on students’ learning outcomes. NGOs use this

information to identify gaps, measure effectiveness, and advocate for continuous

improvement in the education system. By monitoring and evaluating Inclusive

 !50

Education programs, NGOs contribute to evidence-based decision-making and

ensure accountability in promoting equality.

7. Research and Innovation

NGOs involved in Inclusive Education often engage in research and innovation

to identify emerging best practices and strategies. They conduct studies, pilot

projects, and collaborate with educational institutions to explore new approaches

that promote inclusivity. NGOs contribute to the development of evidence-based

practices, curricula, and policies that enhance the quality of Inclusive Education.

Through their innovative efforts, NGOs strive to address the evolving needs of

diverse learners and advance the field of Inclusive Education.

8. International Collaboration and Knowledge Exchange

NGOs working in Inclusive Education often engage in international collaboration

and knowledge exchange to learn from global experiences and contribute to the

global discourse on inclusivity. They participate in conferences, workshops, and

networks, sharing their expertise and gaining insights from counterparts around

the world. By connecting with international organizations and NGOs, they

contribute to the development of global standards and frameworks that promote

equality and Inclusive Education.

9. Addressing Intersectionalities

NGOs recognize that promoting equality in education goes beyond addressing

disabilities alone. They actively work towards addressing intersectionalities such

 !51

as gender, socioeconomic status, ethnicity, and geographic location. NGOs

advocate for the inclusion of girls, children from marginalized communities, and

those living in remote areas, ensuring that multiple dimensions of inequality are

addressed. By acknowledging and addressing intersectionalities, NGOs strive to

create Inclusive Education systems that leave no child behind.

10. Sustainable Development Goals

NGOs in Inclusive Education align their efforts with the United Nations’

Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education.

They contribute to achieving SDG 4 by promoting inclusive and equitable

education for all, fostering lifelong learning opportunities, and ensuring inclusive

and quality education for children with disabilities. NGOs play a significant role

in monitoring progress, identifying gaps, and collaborating with governments and

stakeholders to accelerate progress towards achieving SDG 4.

NGOs and LGUs play a vital role in promoting equality through their efforts in

Inclusive Education. By advocating for policy changes, building capacity, raising

awareness, providing direct support, and fostering collaboration, NGOs and LGUs

contribute to the creation of Inclusive Educational environments where every child can

thrive. Governments and policymakers must recognize the valuable contributions of

NGOs and LGUs and establish strong partnerships to ensure that Inclusive Education

becomes a reality for all children. Together, we can build a more equitable society where

every child has the opportunity to learn, grow, and succeed.

!
 !52

Socio-cultural and Economic Factors that may influence the Implementation of

Inclusive Education in the Philippine context

The Philippines is signatory of international Inclusive Education policies, but

despite these milestones in the practice of IE, Filipino learners were not able to go to

school because of either financial challenge faced by households or lack of access to

educational facilities. School buildings, roads and transport systems in the Philippines are

generally not person with disability [PWD]-friendly, especially for the mobility-impaired.

In the National Disability Prevalence Survey (NDPS) conducted by the Philippine

Statistics Authority (PSA) in 2016, around 10,000 individuals were classified as disabled,

with different levels of disability nationwide (Technical Education and Skills

Development Authority [TESDA], 2020). Women and children with disabilities were

found to have lower literacy and school participation rates, and generally have lower

educational attainment, than males with disabilities. With this data, it could be reputed

that the country needs to improve on creating less restrictive environments for people

with disability.

Policies are heading toward inclusion of learners with SEN in the educational

system. The Republic Act 10533 or the Enhanced Basic Education Act of 2013

implements programs designed to address diverse learners, including those with

disabilities. In fact, the implementation of IE is at the core principle of the K to 12 basic

education programs. The ordinance mandates schools to deliver inclusive, quality,

relevant, and accessible education to over 22 million Filipino learners (Albert, 2016). Of

these students, 308,321 are learners with special needs being accommodated by 448
 !53

recognized Special Education (SpEd) centers and 173 regular schools with SpEd classes

(Department of Education, 2015). However, government funded schools in the country,

where most Filipino children are enrolled, are challenged with poor outcome quality,

large class sizes, teacher shortage, dearth in resources, unsustainable curriculum, and

contradicting perspective of lawmakers (Alegado, 2018).

The country subsequently struggles in the implementation of IE due to

compounded misconceptions on what IE is about, inadequate resources, knowledge and

self-preparation of teachers (Muega, 2016). To ensure excellent delivery of the inclusive

agenda, intensive training on inclusive pedagogies has been organized with the aim of

helping teachers effectively meet the needs of learners with SEN (DepEd, 2015), but

Mina and Agbon (2017) claim that school participation among learners with SEN is

generally low. Initiatives toward the attainment of IE are undertaken; however, Villamero

and Kamenopoulou (2014) argue that in a country where resources are a huge challenge,

IE becomes a difficult effort. In a country where resources are scarce, promoting

welcoming and affirming practices is a viable option toward achieving the goal of the

inclusion agenda.

!
COMPARATIVE ANALYSIS

The foreign literature discusses the global trend towards Inclusive Education and

the challenges faced in its implementation across different countries, such as negative

attitudes, lack of teacher training, inadequate resources and infrastructure, lack of

parental and community engagement, and policy-related issues.

 !54

It also discusses the positive impact of Inclusive Education on academic, social,

and emotional outcomes for students with and without disabilities, and emphasizes the

role of school leadership, adequate resources, and infrastructure in facilitating Inclusive

Education.

On the other hand, the local literature focuses on the Philippine context and the

efforts made towards implementing Inclusive Education. It highlights the legal and policy

frameworks supporting Inclusive Education in the Philippines, such as the Magna Carta

for Disabled Persons, the Enhanced Basic Education Act, and the DepEd Order No. 72.

The literature acknowledges the challenges faced in the Philippines, including limited

resources, teacher preparedness, and socio-cultural barriers, and explores the need for

intensive teacher training, community engagement, and addressing attitudinal barriers. It

also discusses the availability and quality of support services, assistive technologies, and

reasonable accommodations for students with disabilities in Philippine schools, as well as

the role of local government units and non-governmental organizations in supporting

Inclusive Education initiatives.

Additionally, the local literature examines the socio-cultural and economic factors

influencing the implementation of Inclusive Education in the Philippine context. While

the foreign literature provides a broader perspective, the local literature offers a more

contextualized understanding of the challenges and efforts in implementing Inclusive

Education in the Philippines.

!
!
 !55

THEORETICAL FRAMEWORK

This study is supported by various theories and models such as 1)

Bronfenbrenner’s ecological systems, 2) Social Model of Disability, and 3) Universal

Design for Learning.

1) Bronfenbrenner’s Ecological Systems theory posits that an individual’s

development is influenced by a series of interconnected environmental systems,

ranging from the immediate surroundings (e.g., family) to broad societal structures

(e.g., culture). These systems include the microsystem, mesosystem, exosystem,

macrosystem, and chronosystem, each representing different levels of

environmental influences on an individual’s growth and behavior. To study a

child’s development, we must look at the child and their immediate environment

and the interaction of the larger environment. The microsystem is the most

influential level of the ecological systems theory. This is the most immediate

environmental setting containing the developing child, such as family and school.

!
The Five Ecological Systems

1. The Microsystem

The microsystem is the first level of Bronfenbrenner’s theory and is the things

that have direct contact with the child in their immediate environment.
 !56

It includes the child’s most immediate relationships and environments. For

example, a child’s parents, siblings, classmates, teachers, and neighbors would be part

of their microsystem. Relationships in a microsystem are bi-directional, meaning

other people can influence the child in their environment and change other people’s

beliefs and actions. The interactions the child has with these people and environments

directly impact development.

For instance, supportive parents who read to their child and provide educational

activities may positively influence cognitive and language skills. Or children with

friends who bully them at school might develop self-esteem issues. The child is not

just a passive recipient but an active contributor in these bidirectional interactions.

2. The Mesosystem

The mesosystem is where a person’s individual microsystems do not function

independently but are interconnected and assert influence upon one another.

The mesosystem involves interactions between different microsystems in the

child’s life. For example, open communication between a child’s parents and teachers

provides consistency across both environments. However, conflict between these

microsystems, like parents and teachers blaming each other for a child’s poor grades,

creates tension that negatively impacts the child. The mesosystem can also involve

interactions between peers and family. If a child’s friends use drugs, this may

introduce substance use into the family microsystem. Or if siblings do not get along,

this can spill over to peer relationships.

 !57

3. The Exosystem

The exosystem is a component of the ecological systems theory developed by

Urie Bronfenbrenner in the 1970s.

It incorporates other formal and informal social structures. While not directly

interacting with the child, the exosystem still influences the microsystems. For

instance, a parent’s stressful job and work schedule affects their availability,

resources, and mood at home with their child. Local school board decisions about

funding and programs impact the quality of education the child receives. Even

broader influences like government policies, mass media, and community resources

shape the child’s microsystems.

For example, cuts to arts funding at school could limit a child’s exposure to music

and art enrichment. Or a library bond could improve educational resources in the

child’s community. The child does not directly interact with these structures, but they

shape their microsystems.

4. The Macrosystem

The macrosystem focuses on how cultural elements affect a child’s development,

consisting of cultural ideologies, attitudes, and social conditions that children are

immersed in.
 !58

The macrosystem differs from the previous ecosystems as it does not refer to the

specific environments of one developing child but the already established society and

culture in which the child is developing.

Beliefs about gender roles, individualism, family structures, and social issues

establish norms and values that permeate a child’s microsystems. For example, boys

raised in patriarchal cultures might be socialized to assume domineering masculine

roles. Socioeconomic status also exerts macro-level influence – children from affluent

families will likely have more educational advantages versus children raised in

poverty. Even within a common macrosystem, interpretations of norms differ – not all

families from the same culture hold the same values or norms.

5. The Chronosystem

The fifth and final level of Bronfenbrenner’s ecological systems theory is known

as the chronosystem.

The chronosystem relates to shifts and transitions over the child’s lifetime. These

environmental changes can be predicted, like starting school, or unpredicted, like

parental divorce or changing schools when parents relocate for work, which may

cause stress. Historical events also fall within the chronosystem, like how growing up

during a recession may limit family resources or growing up during war versus

peacetime also fall in this system. As children get older and enter new environments,

both physical and cognitive changes interact with shifting social expectations. For

example, the challenges of puberty combined with transition to middle school impact
 !59

self-esteem and academic performance. Aging itself interacts with shifting social

expectations over the lifespan within the chronosystem. How children respond to

expected and unexpected life transitions depend on the support of their ecological

systems.

2) The Social Model of Disability by the disabled academic Mike Oliver is the

understanding that disability is something that is created by society. This is because

disabled people face barriers that stop them from taking part in society in the same

way as non-disabled people. There are physical barriers that disabled people face.

The medical model of disability says people are disabled by their impairments or

differences, and looks at what is ‘wrong’ with the person, not what the person needs. We

believe that the medical model of disability creates low expectations and leads to people

losing independence, choice and control in their lives. The social model helps us

recognize barriers that make life harder for people with disability. Removing these

barriers creates equality and offers people with disability more independence, choice and

control.

An illustration of the social model of disability in practice would be a town

designed with wheelchairs in mind, with no stairs or escalators. If we designed our

environment this way, wheelchair users would be able to be as independent as everyone

else. It is society which puts these barriers on people by not making our environments

accessible to everyone.
 !60

When barriers are removed, people with disability can be independent and equal

in society. There are multiple barriers that can make it extremely difficult or even

impossible for people with disability to function, attitudinal, environmental, institutional,

and communication barriers. Attitudinal barriers stem from discriminatory attitudes and

low expectations, while environmental barriers arise from inaccessible physical

environments. Institutional barriers result from discriminatory laws, policies, and

practices, and communication barriers hinder access to information for people with

disabilities. Removing these barriers is essential for promoting independence and equality

for individuals with disabilities in society.

3) Universal Design for Learning (UDL) by Dr. David Rose and Dr. Anne Meyer

is a set of principles for curriculum development that give all individuals equal

opportunities to learn, including Students with Disabilities. This growing movement aims

to improve the educational experience of all students by introducing more flexible

methods of teaching, assessment and service provision to cater for different styles of

learners. This approach is underpinned by research in the field of neuroscience and is

designed to improve the learning experience and outcomes for all students.

The UDL guidelines provided by US organization CAST are based on the idea

that there is no such thing as a ‘typical’ or ‘average’ student, that all students learn

differently and that to successfully teach for all students, we have to introduce greater

flexibility in to teaching and learning practice. They say that educators should follow 3

core principles when designing learning experiences, building in: Multiple Means of
 !61

Engagement, stimulate motivation and sustained enthusiasm for learning by promoting

various ways of engaging with material. Multiple Means of Representation, present

information and content in a variety of ways to support understanding by students with

different learning styles/abilities. Multiple Means of Action/Expression, offer options for

students to demonstrate their learning in various ways (e.g. allow choice of assessment

type).

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Figure 1. Theoretical Paradigm
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 !62

CONCEPTUAL FRAMEWORK

Many factors, including those listed below, have an impact on how teachers teach

language to elementary students with special needs.

!
INPUT PROCESS OUTPUT

! ! !
Policies & Legal Implementation of Inclusive
Equitable Access to
Frameworks (Magna Carta Education in Sorsogon City:
for Disabled, Enhanced ! Quality Education for All

Basic Education Act, DepEd Identifying Learners with Learners

Orders) Disabilities/Special Needs
! ! !
Teacher Training/Capacity Providing Support Services Positive Academic, Social

Building ! and Emotional Outcomes

! Reasonable
!
Resource Allocation Accommodations
(Funds, Infrastructure, ! Inclusive Learning

Learning Materials) Assistive Technologies Environments

! ! !
Community & Parental Inclusive Pedagogies
Engagement ! Empowerment of Learners

! Collaboration (Schools, with Disabilities

School Leadership LGU’s and NGO’s)

FEEDBACK
Figure 2. Conceptual Framework
 !63

GAP BRIDGED BY THE STUDY

The review of literature shows that while there are many studies on Inclusive

Education globally and in the Philippines, there is a lack of research specifically looking

at the readiness of Sorsogon City to implement Inclusive Education practices. Most

existing studies focus on general challenges, benefits, and best practices, but do not

assess the unique local situation in Sorsogon City's schools. This study aims to fill that

gap by directly evaluating the preparedness of educational institutions in Sorsogon City

for Inclusive Education. The researchers will investigate the challenges they face,

available resources, support services, socio-economic factors, and reasonable

accommodations for students with disabilities. By focusing on the local Sorsogon City

context, this study can provide insights and recommendations.

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 !64

CHAPTER III

METHODOLOGY

!
Introduction

This chapter gives an outline of research methods that were followed in the study.

It provides information on the participants, that is, the criteria for inclusion in the study,

who the participants were and how they were sampled. The researchers described the

research design that was chosen for the purpose of this study and the reasons for this

choice. The instrument used for data collection is also described and the procedures that

were followed in carrying out this study are included. The researchers also discussed the

methods used to analyze the data gathered.

!
Research Design

A case study is an in-depth research design that primarily uses a qualitative

methodology, it is used to examine an identifiable problem confirmed through research.

This method is used within a number of areas like education, social sciences, and similar.

The researchers used the intrinsic case study to identify the Readiness of Implementing

Inclusive Education in Sorsogon City. The Purposive Sampling method was used for

effective and deep data gathering as the participants were chosen on purpose and not

randomly. Thematic analysis was also used where the researcher closely examines the
 !65

data to identify common themes – topics, ideas and patterns of meaning that come up

repeatedly.

!
Sources of data

Data collection was done through both primary and secondary sources. The

primary sources were gathered from the responses of respondents during an interview,

and the observations conducted by the researchers. While the secondary sources were

from published related studies and literature, government sources, and online databases.

From the result, the researchers were able to find out the Readiness of Implementing

Inclusive Education in Sorsogon City.

!
Research instrument

The research instrument consists of the interview guides about the challenges and

issues that the respondents are facing/experiencing when it comes to implementing the

Inclusive Education in their respective schools and the entirety of Sorsogon City, and also

the state of Sorsogon City in terms of financial support, proper establishments (e.g.,

classrooms), learning materials, and support for both the teachers and students, be it

regular or SPED.

!
!
 !66

Data gathering procedure

The researchers sought the permission of the school principals from the schools

mentioned above and the SNED Division Coordinator in Sorsogon City. A copy of the

interview guide is attached and can be found in the appendices. All the above-mentioned

information were done through proper channel and communication that noted and

approved. Communication requesting for approval/permission were sent respectively to

the Dean of College of Teaching Education and to those who are directly involved in this

study. Copies of letters are attached and included in appendices.

!
The respondents

The number of the target respondents under this study is feasible, the researchers

decided to include all the SpEd teachers in Sorsogon City. There are two (2) SpEd

teachers in Bacon East Central School, seven (7) SpEd teachers of Sorsogon East Central

School, and three (3) SpEd teachers in Sorsogon National High School, the available and

willing receiving teachers in each school, and the SNED-Division Coordinator in

Sorsogon City. The research instrument consists of the interview guides about the

challenges and issues that the respondents are facing/experiencing when it comes to

implementing the Inclusive Education in their respective schools and the entirety of

Sorsogon City, and also the state of Sorsogon City in terms of financial support, proper

establishments (e.g., classrooms, facilities), learning materials, and support for both the

teachers and students, be it regular or SPED.

 !67

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presented the results and interpretation of data gathered from the

SNED and receiving teachers in Sorsogon East Central School National, Bacon East

Central School, Sorsogon National High School and DepEd – Schools Division of

Sorsogon City through an interview. Below are the presented data through transcriptions

and thematic analysis of the responses based on the questionnaire guides.

!
Sorsogon East Central School Sned and Receiving teachers

Three out of 14 SNED teachers said that their institution (Sorsogon East Central School)

is well prepared to embrace Inclusive Education.

Teacher B said that “Prepared na ‘yung school, because we

already have a partnership with USAid Gabay na nagtuturo o
nagbibigay ng mga seminar for learners and parents na hearing
impaired and CFO para sa mga visually impaired na mga learners.
Pangalawa, we already have the facilities, dito nagp-print ang mga
school na may mga blind learners for their braille.”
!
In accordance with Teacher K’s statement:

“…because, Sorsogon East Central School prioritize the

learnings of the students, not just in terms of academics but also their
socialization.”
!
 !68

While 10 out of fourteen SNED teachers in Sorsogon East Central School

said that the Sorsogon City is not yet fully prepared to embrace Inclusive Education,

giving it a score of 5 out of 10.

“…hindi pa naman lahat ng teachers ay well trained and aware

of Inclusive Education. And syempre ‘pag Inclusive Education ka,
kailangan mentally prepared ka, stable and open ka sa lahat ng
possibilities, most importantly is flexible ka dapat.” Teacher J said.
!
Challenges such as the lack of assessment of the students, the acceptance of the

community, lack of promotion and involvement of the school hinders the successful

implementation of Inclusive Education.

“If we promote inclusivity, dapat walang namamalimos dyan sa

kalsada. We don’t have programs and activities that properly promote
Inclusive Education.” as stated by Teacher B.
!
The lack of funding, seminars and trainings, textbooks and learning materials,

knowledge in inclusivity, negative attitude of regular teachers towards Inclusive

Education, parents in denial stage who don’t want their child to be assessed are also one

of the prevailing challenges that hinders the successful implementation of Inclusive

Education here in Sorsogon City.

Teacher Y stated that “…teachers (are) one of the resources, kami

yung pinakamain kaya dapat kami yung pinakahanda.”
!
 !69

The resources that are needed in order for the implementation of the Inclusive

Education to be successful according to the SNED and receiving teachers of Sorsogon

East Central School are as follows:

a. Accommodation and modification.

“Accommodation in terms (of) physical, iyong environment dapat naka

Inclusive Education. Modification when it comes sa ituturo sa mg bata,
continued. Pagdating sa Inclusive Education physical resources, dapat
accessible ang seating arrangement. For example, ang estudyante with
physical disabilities, kulang ng isang paa, o hindi makalakad,
kailangan niya ng wheelchair, so accessible siya kasi ganon ang
Inclusive Education, iyong classroom ay accessible, so when it comes to
discussion, dapat hindi sila nasa malayo, doon siya dapat sa malapit
same as with (the) blind.” Teacher E stated.
!
b. Accessible learning materials and facilities.

c. Continuous trainings and seminars

Teacher K said that “Ang nakikita ko lang ay kailangan natin ng

orientation, seminars, trainings and workshops para sa mga receiving
teachers, hindi nga lang dapat sa receiving teachers kundi dapat sa
lahat-lahat ng teachers na nasa regulars at kailangan din ng
benchmarking so that, may idea sila.”
!
d. Specialized support services

e. Funding

f. Assistive technology and devices

g. Community involvement
 !70

They also mentioned that everyone in the community, not just the teachers, needs

seminars and trainings, so that they will have knowledge and the awareness about

Inclusive Education in Sorsogon City.

“The community must not let the pupils with disabilities feel that
they are being left behind. We must show them that we are happy to
have them and let them feel that they belong to this community.” As
Teacher C stated.
!
But as time progresses, the community is slowly accepting the idea of Inclusive

Education.

“Kung dati, ang hirap nilang tanggapin, ngayon paunti-unti

natututo na nilang tinatangap ito. At the same time, sa ngayon
nakakakuha na kami ng support sa community tulad ng pinapasali na
sila sa mga activities sa labas ng community. Also, yung community
tinutulungan nila kami mag child mapping, ‘yung mga hindi nag-aaral.
para alam namin kung ano at paano gagawain o kung ano ang
mangyayari.” As Teacher K stated.
!
The use of technology for teaching and learning also provides a great help to ease the

implementation of Inclusive Education. The use of smart televisons, speaker, projectors

and other technology makes the learners with special needs more engaging and makes the

information they’ve just learned retain much longer.

“Technology plays a big part in supporting Inclusive Education

practices in Sorsogon City since it can help the students with special
needs develop their skills not only academically but socially.” –
Teacher H
!
 !71

“By leveraging technology effectively, educators can create more

inclusive and accessible learning environments that cater to the diverse
needs of all students, empowering them to succeed academically and
reach their full potential.” – Teacher J
!
However, the use of technology should only be, if necessary, as it can distract the

learners, and hinder the learning process.

“… kasi kung nakatututok ang lahat sa technology hindi naman

pwede ‘yun kase dapat more on actual work ang mga bata, hands on
activities. Tsaka helpful naman talaga ang technology, kase meron
akong estudyante na hindi marunong magbasa pero dahil mahilig siya
magkaraoke dun siya natututong magbasa kaya ang ganda ng
technology talaga.” – Teacher K
!
Thus, they think that their school, Sorsogon East Central School and the Sorsogon

City is already on the process of embracing and implementing fully the Inclusive

Education, there are certain issues that needed to be addressed, resources to be provide to

aid our SNED and receiving teachers to provide a quality education to their diverse

learners.

“I think Sorsogon City has made strides in embracing Inclusive

Education, but there’s always a room for improvement.” – Teacher J
!
Bacon East Central School Sned and Receiving teachers

All of them, the SNED teachers and receiving teachers said that their institution

(Bacon East Central School) is not well prepared to embrace Inclusive Education.
 !72

In assessing the readiness of schools in Sorsogon City to embrace Inclusive

Education, Teacher A and Teacher B shared their thoughts. They both think the school

and city isn't quite ready, giving it low scores of 4 and 5 out of 10. They believe that for

Inclusive Education to work, there should be enough resources. Teacher A mentioned

how teacher aids could help teachers who need more information about teaching students

with disabilities. Teacher B talked about the need for more specialists who can give the

right help to students with different needs.

They also mentioned some problems. One big issue is that there aren't enough

trained teachers who know how to teach students with disabilities. Another problem is the

lack of things like classrooms and materials. They also said that parents sometimes don't

understand or support Inclusive Education which is reflected in the answer below:

“Ang mga challenges ay una-una kulang sa mga trained SPED

teachers and receiving teachers. Pangalawa, kulang din sa mga
resources kagaya ng classrooms, mga learning materials tulad ng mga
brailles, hearing aids and manipulative objects na makakatulong sa
mga bata. Mga specialist din ay kulang. At ang pinaka challenge talaga
ay wala man lang support na nakukuha specially sa parents ng mga
special needs learner, imbes na sa kanila magsimula ang lahat ng
acceptance, subalit kahit sila na parents ay hindi matanggap ang
kanilang anak. At ‘yan ang katotohanan.” - Teacher A
!
!
Even though there are challenges, they shared some good ideas that have worked

in the city, like having students with disabilities in regular classes when they're ready,

they called it “Mainstreaming”.

 !73

Moreover, they think the community needs to talk more about Inclusive

Education to make it better. They also said, that the city's rules and policies support

Inclusive Education, but they want to see more action.

“Walang hinder. Support, meron. Financial support, for every

month may binibigay ang ating City Mayor para sa kanila, 1 thousand
para sa PWD. At ‘yung city ay may mga pinili din saamin na sponsoran
nila, bali sampu ang napili saamin. Para saamin hindi lang dapat
financial support ang ibigay nila, gusto naming may makita pa.” -
Teacher B
!
They think everyone, including teachers and parents, should keep learning about

how to make Inclusive Education work. They also mentioned that technology could help,

but it's not always available.

“May technology pero kulang ang availability. Like ang mga

bata namin, hindi naman nila kayang mag provide specially the
parents, kulang din naman. Kahit gustuhin man namin, dahil
makakatulong ito subalit hindi pa din, wala pa din naman.” - Teacher
B
!
They also said, “No. Nakikita naman namin na hindi pa din
talaga fully ready sa Inclusive Education.” “Madaming programs, pero
para saamin kinakailangan na mag organize ng isang group na mga
specialist sa lahat na kinds of disability, para lahat ng mga bata ay
kayang ma-assess at matutulungan sila.” - Teacher A
!
Therefore, they both think there's a lot more to do before their school and

Sorsogon City is not fully ready to implement Inclusive Education. They suggested

having more specialists and training for teachers as important steps.

!
!
 !74

In the interviews conducted with Teacher C and Teacher D, both receiving

teachers of SNED learners, expressed about the readiness of their school and Sorsogon

City to embrace Inclusive Education, rating it at 4 and 5 out of 10 respectively. They

identified a lack of preparedness in terms of resources and training as significant barriers.

!
Receiving Teacher C - “In my opinion from scale 1-10, five.
Although ginagawa na iyong Inclusive Education hindi pa fully ready
or equip ang mga regular teachers na mag handle and hindi pa enough
ang mga trainings on how to cope up children with special needs.”
!
Receiving Teacher D - “Saakin siguro 4-10 kasi sobrang daming
pupils sa regular, sa sobrang madami ang estudyante doon sa regular
class ‘yung regular students palang nahihirapan na sila tapos
maglalagay pa ng isang SpEd student, sabi nga nila ang isang SpEd ay
katumbas ng 10 na regular class so imagine 30-40 regular class plus 1
sa SpEd. Una-una communication doon sila nahihirapan, paano namin
ituturo ang subject lesson kung hindi pa fully equip na mag-sign
language ang mga katulad naming regular teachers.”
!
!
Specifically, they emphasized the need for more technological tools to support

inclusive practices. Challenges cited included shortages of trained teachers and resources.

Despite supportive policies, such as mainstreaming initiatives, the educators highlighted

the importance of community involvement through advocacy campaigns and

collaboration between NGOs and local government units. While acknowledging existing

efforts, they stressed the inadequacy of current training levels among educators,

advocating for more comprehensive training programs and international collaborations.

!
!
!
!
 !75

“Although, meron din naman talagang mga trainings from

DepEd para sa mga receiving teachers. Sign language and meron din
namang ginawa ang Gabay USAID na trainings for SPED teachers and
receiving teachers, kahit may mga trainings pero bihira lang din kaya
hindi parin talaga fully trained. At we are looking forward for
international training especially, when it comes to sign-language kasi
nagbabago din ‘yung language nila para maka-adapt din sa mga
changes.” - Teacher C
!
Additionally, they pointed out the dual role of technology, recognizing its

potential while highlighting issues of accessibility and knowledge gaps among educators.

The success of Inclusive Education in Sorsogon City, they suggested, could be measured

by observable changes in learner behavior, indicating self-improvement.

“Since we are now in the 21st century na technology is very

dominant. So, ganon din sa mga bata mas madali silang matuto using
technology even those students na short ang attention span mas
napapahaba ‘yun. Kapag nakita mo sa kanila ‘yung improvements, the
way they express themselves, socialize, and ‘yung confidence nila nag-
improved.” - Teacher C
!
“At para saamin, not yet fully ready. Kasi hindi parin fully equip
ang teachers and ang communication mahirap. At sana monthly
trainings pa for receiving teachers. Mag hire ng mga aid/assistant para
sa mga teachers na may mga basic knowledge na and skills especially
when it comes to sign language.” - Teacher D
!
Overall, both educators concluded their school is ready to embrace Inclusive

Education and Sorsogon City is not yet fully prepared for Inclusive Education, discussing

the need for ongoing interventions such as increased training opportunities, technological

support, and teacher aid assistance to nurture inclusive practices effectively.

!
 !76

Sorsogon National High School Sned and Receiving teachers

According to the two Special Needs Education (SNED) teachers and one

Receiving Teachers from Sorsogon National High School, their institution is ready for

embracing Inclusive Education while the city is not yet adequately prepared to fully

embrace Inclusive Education, citing a score of 5 out of 10. They emphasized the

necessity of various resources, including services, training, support services, and

manpower development, to ensure the success of Inclusive Education initiatives.

Challenges identified in implementing Inclusive Education include the limited

training available, facilities and acceptance of teachers.

“First, we need teachers who are fully equip about Inclusive

Education kasi mahirap talaga ‘yan dahil hindi ‘yan ang inaral nila
dapat may mastery. Kasi iba’t ibang estudyante ang maha-handle nila
so dapat aware din sila kung paano maghandle. Teaching materials na
kailangan.din kasi dapat ‘yung resources na gagamitin mo ay ma-catch
agad ang attention ng mga students na tuturuan mo kasi hindi sila
parehas sa mga students ditto sa regular class na kaya mong magturo
kahit wala kang dalang kahit ano. Facilities dito kasi saamin kung
tutuosin hindi maganda na nandito sila kasi masyadong sensitive ang
ibang students, kaya dapat nasa lugar sila na malayo sa mga
sasakyan.” - Teacher E
!
“Acceptance of teachers. Dahil may mga teachers na kapag
nilagyan mo ng special learners nahihirapan sila at nagrereklamo kasi
wala silang maayos na training sa ganong mga estudyante.” stated by
Teacher F
!
“At paminsan naman, ayaw talaga ng teachers na bigyan sila
kase nagiging dagdag pa daw ito sa kanilang trabaho, at ‘yun ang
nakakalungkot.” as Teacher G said.
 !77

Despite these obstacles, they emphasized successful inclusive practices, such as

mainstreaming and IEP’S, where students with disabilities thrive alongside their peers in

regular classes.

“In my class, may mga regular class ako kasama ang 4 na deaf,
every time na magle-lesson ako laging merong visual aid para doon sa
na deaf. Aside from that ‘yung activities nila is differentiated kailangan
mag modify din ako ng mga activities para easier din sa kanila pati na
rin saakin.” - Teacher E
!
The community's support, particularly through information dissemination and

addressing parental concerns, was crucial for Inclusive Education.

“First, acceptance and understanding from the community na

may mga bata from SPED na pwede na palang isabay sa regular
class.” as stated by Teacher E

“Kaya kailangan ng information dissemination at parental

concerns, kasi kadalasan may mga PWD pa na hindi pa pumapasok sa
school. Yung isip ng ibang parents dahil ganyan yung anak nila,
hanggang dyan na lang sila. Kulang ang acceptance talaga coming
from the parents pa.” - Teacher F

“Ang iba namang parents ay may takot dahil baka mabully yung
anak nila, kaya sa bahay sila. At dahil dun sa takot na yun,
nalilimitahan ang opportunity ng mga bata at nakikita namin yan, totoo
yan. Gumagawa kami ng paraan hinihikayat namin at kinakausap ang
mga parents na kailangan ng anak nila ang assistance at sana huwag
matakot dahil hindi naman namin pababayaan ang anak nila.” -
Teacher E

!
 !78

While acknowledging the ongoing efforts, the teachers noted the limited training

and preparedness among educators in Inclusive Education, calling for more

comprehensive training programs and community engagement.

“Limited na limited pa kasi yung mga nagtra-training na mag

teachers kasi kapag nag training ka, obligado kang mag handle at
maturo ng mga bata na nasa inclusion.” - Teacher F
“Step 1, communication between stakeholders, teachers and
students. Para maayos din ‘yung pag implement ng Inclusive
Education. Second, proper education sa teachers, maliban sa trainings
and seminars siguro dapat ma i-ready rin sila. Dapat magaan din sa
puso nila ‘yung pagtuturo para mas maging effective teachers sila.” -
Teacher E
!
Moreover, they gave importance the role of technology in supporting Inclusive

Education practices, particularly in aiding learning-impaired students.

“Malaking bagay din ang technology lalo pa iyong mga bata na

bago rin sa paningin nila ang mga ganitong bagay, hindi sila lahat
aware sa ganitong bagay, technology so, kahit papaano kapag nakakita
sila naka-experience sila ng mga ‘yan na-eenjoy nila ‘yung pag-aaral
and maliban sa natuto sila na-eenjoy din nila ang oras nila dito sa
school.” - Teacher F

Key indicators of success included the graduation and employment of SNED

learners, though challenges persist in community acceptance and job opportunities.

!
For them, they think that Sorsogon City is not fully ready to implement Inclusive

Education. But they can see that maybe 5 to 7 years Inclusive Education will be achieved

because of the help of the NG0’s and LGU’s.

 !79

“Kasi meron naman silang mga programa at sa tulong ng DSWD

at Sorsogon Integrated Health Services Foundation and Incorporated
(SIHSFI) talagang nagpapa-seminar sila. Tska one time may
tinulungan silang isa naming student na nakakakita na ngayon. Dahil
dun, graduate na siya rito sa senior high at marunong na rin mag foot
spa.” as stated by Teacher F
!
“At ang programa talaga na gusto namin ay mabigyan sana ng
chance na makapag trabaho sila after ng pag-aaral nila. Kase deserve
naman nila yun. At isa pa na programa na sana nagpapa-seminar sila
about sa inclusion kahit sa kada barangay para kahit papano mamulat
yung mga tao at ang community.” - Teacher E
!
Therefore, they suggested interventions such as job placement programs for

SNED learners, community seminars and more trainings to teachers to foster a more

inclusive environment.

!
DepEd's Division Office

The interview with the SNED - Coordinator from the Division Office of DEPED

Sorsogon City gave us valuable insights into the city's readiness and challenges in

embracing Inclusive Education.

She expressed the city's willingness to fully implement Inclusive Education, citing

ongoing efforts despite facing challenges such as the absence of an Inclusive Learning

Resource Center (ILRC), lack of multi-disciplinary teams, and appropriate physical

facilities.

As she said, “A key resource needed is an Inclusive Learning

Resource Center that can accommodate all types of disabilities.”
!
 !80

And an Inclusive Learning Resource Center (ILRC) is a physical or virtual one-

stop-shop providing special needs students with learning support and free therapy

services.

Moreover, she highlighted, successful inclusive practices are evident in schools

like Sorsogon East Central School (SECS) and Sorsogon National High School (SNHS),

where Special Education (SPED) centers operate, and regular classes welcome learners

with disabilities.

According to the SPED Supervisor, 41 schools have enrolled students needing

special education. Even regular classes are accepting learners with disabilities. We have

receiving teachers, or regular teachers welcoming these students. Locally funded teacher

aides, though not totally trained teachers, can also help address children's needs.

Instructional leaders, master teachers, and supervisors provide support.”

She emphasized the crucial support of the community, including partnerships with

organizations like USAID Gabay and ABS-CBN, in providing resources and materials for

skills development. Regarding educators' preparedness, she also noted widespread

representation in training programs but acknowledged the need for further training in

Inclusive Education for all teachers. Despite supportive policies, the absence of an ILRC

remains a significant gap, as indicated. To address these challenges, she suggested

establishing the ILRC and maintaining partnerships.

"Our SPED learners should have equal opportunity and access

to technology. They need gadgets with audio capabilities for the blind,
laptops, etc. Technology can help overcome distance and disability
barriers.”
!
 !81

It means that, leveraging technology for equal access and opportunity for SPED

learners, as she emphasized, can be crucial.

The key indicators to measure success of the Inclusive Education, is such as

increasing enrolment and academic achievements among learners with disabilities. As she

said,

“Access/Enrolment, Participation, and Promotion of Learners are the

key indicators that measure the success of Inclusive Education here in
Sorsogon City.”
!
"For school administrators - monitor SPED learners' progress
and promotion, continue supporting teachers and students, establish
and strengthen partnerships with parents and stakeholders. For
policymakers - include wider opportunities for SPED learners,
especially for tertiary education and employment and inclusive
practices like joining bazaars to exhibit and showcase SPED products,
and art workshops like painting and baking should be promoted.”
!
Her recommendations for school administrators and policymakers tackle the

importance of continuous monitoring of SPED learners' progress, fostering partnerships,

and expanding opportunities for tertiary education and employment, ultimately aiming

for a more inclusive and supportive educational environment.

The Sorsogon City's readiness to implement Inclusive Education, rated at 7 out of

10, as it reflects in the process towards full implementation, while acknowledging the

need for further infrastructure development.

!
!
 !82

Therefore, Sorsogon City is progressing towards embracing Inclusive Education,

but it is not yet fully ready or equipped for complete implementation. Schools like

Sorsogon East Central School and Sorsogon National High School have taken positive

steps through practices like mainstreaming and providing support services for students

with disabilities.

!
However, significant challenges persist, including a lack of trained teachers and

specialists, limited accessible facilities and learning materials, insufficient funding and

support services, negative attitudes from some teachers and parents, absence of an

Inclusive Learning Resource Center (ILRC), and a need for greater community

involvement.

!
To fully embrace Inclusive Education, the city and schools require comprehensive

interventions such as extensive teacher training programs, establishment of an ILRC with

multi-disciplinary teams, procurement of accessible infrastructure and assistive

technology, increased funding, community outreach for awareness and acceptance, job

placement programs for students with disabilities, and fostering partnerships with

organizations and local government units. While Sorsogon City has made strides,

addressing these identified challenges through the suggested interventions is crucial to

create a truly Inclusive Educational environment that provides equal opportunities for all

learners, regardless of their abilities or disabilities.

!
 !83

Interview Guides Discussion

1. In your opinion, how prepared is your institution to embrace inclusive education?

! ! ! Sorsogon !
Answers Sorsogon East Bacon East National High Total
Central School Central School School

a. Fully 5 0 0 5
Prepared
b. Not Fully N/A N/A N/A N/A
Prepared

Table 1 - School’s Preparedness for Inclusive Education

Five out of 21 of the respondents stated that their institutions are well prepared to

embrace Inclusive Education.

“100% prepared, because Sorsogon East Central School prioritize the

learnings of the students with special needs, not just in terms of
academics but also their socialization.” – Teacher H
“We (SECS) are well prepared for it. SECS teachers were trained and
supported to embrace inclusive education.” – Teacher C
!
!
2. What resources do you think are needed to make Inclusive Education successful here?

! Sorsogo Bacon Sorsogon SNED- !

Answers n East National Division Total
East Central High Coordinato
Central School School r
School
a. Adequate funds 2 0 0 0 2
b. Assistive technologies and 2 1 0 0 3
devices
c. Awareness of policymakers 1 0 0 0 1
 !84

d. Accessible instructional 7 2 1 0 10
and learning materials/
equipment
e. Conducive classrooms and 7 0 1 0 8
facilities
f. Assessment tools 1 0 0 0 1
g. Additional SNED centers 1 0 0 0 1
h. Community Involvement 1 0 0 0 1
i. Qualified and trained 3 0 1 0 4
teachers in Special Education
j. Trainings and seminars 4 0 1 0 5
k. Orientations and 1 0 0 0 1
workshops
l. Specialists/Medical 1 1 0 0 2
practitioners
m. Aids for regular teachers 2 1 0 0 3
n. Inclusive Learning 0 0 0 1 1
Resource Center

Table 2 - Resources needed to make Inclusive Education successful

“Meron akong ishi-share na tatlong resources; physical resources,

human resources, and curriculum resources.” – Teacher E
!
Resources are crucial on part of the process of implementing Inclusive Education

in any places, without enough resources, implementation will be impossible. These are

the resources that were mentioned by the respondents, based on the interview, that are

needed in order for the implementation of Inclusive Education to be successful.

!
!
!
 !85

3. What challenges do you see in implementing Inclusive Education in Sorsogon City?

! Sorsogon Bacon Sorsogon SNED !

Answers East East National Division Total
Central Central High Coordinator
School School School
a. Lack of building/ 2 1 0 0 3
centers to cater learners
with disability
b. Lack of knowledge in 1 0 0 0 1
inclusivity
c. Lack of fund to 2 0 0 0 2
support the program
d. Lack of trainings for 7 1 2 0 8
all teachers
e. Lack of awareness of 1 0 0 1
private and public sector
about the promotion of
Inclusive Education
f. Negative attitude 3 0 1 0 4
towards Inclusive
Education
g. Inadequate materials 3 1 0 0 4
h. Acceptance of the 4 0 0 0 4
community
i. Parents who are in 2 1 0 0 3
denial stage and refuses
to bring their children to
medical practitioners to
have proper
assessments.

j. Specialists and 0 1 0 1 2
Medical Practitioners
k. The number of 0 1 0 0 1
students per class
 !86

l. Lack of transportation 0 0 0 1 1
m. Lack of assistive 1 0 0 1 2
technology
n. Lack of Inclusive 0 0 0 1 1
Learning Resource
Center

Table 3 - Challenges in implementing Inclusive Education in Sorsogon City

Implementing Inclusive Education is such a hard task especially if there’s a lot of

challenges are hindering the success of the implementation. Negative attitude towards

Inclusive Education. The challenges mentioned above by the respondents are what

needed to overcome or to be solved in order for the implementation of Inclusive

Education to be successful.

!
4. Can you share any examples of inclusive practices that have worked well in your

classroom?

! Sorsogon Bacon Sorsogon !

Answers East East National !
Central Central High Total
School School School
a. Mainstreaming 10 4 2 16
b. Joining different activities 0 1 0 1
c. Individualized Education Plan 0 3 1 4
(IEP’s)

Table 4 - Inclusive Practices that worked well in City

Five out of 21 of the respondents stated that their institutions are well prepared to

embrace Inclusive Education. Out of 21 respondent teachers, 16 answered

 !87

"mainstreaming", 1 for joining activities, and 4 for IEP (Individualized Education Plans)

as examples of inclusive practices that have worked well in the city.

!
5. How do you think the community can support inclusive education in Sorsogon

City?

! Sorsogon Bacon Sorsogon !

Answers East East National !
Central Central High Total
School School School
a. Advocacy campaign 6 2 0 8
b. Semianars 7 0 2 9
c. Acceptance 1 0 1 2
d. Collaboration 0 2 0 2

Table 5 - Supports for Inclusive Education

Out of 21 respondent teachers, 8 answered advocacy campaigns, 9 for seminars and

trainings, 2 for acceptance by the community, and 2 for collaboration between NGOs and

LGUs as ways the community can support inclusive education efforts.

!
6. How do you perceive the level of training and preparedness among educators in

each school regarding inclusive education?

! Sorsogon Bacon Sorsogon !

Answers East East National !
(Preparedness) Central Central High Total
School School School
a. Enough 4 0 0 4
 !88

b. Not Enough 10 4 3 17

Table 6 - Level of Training and Preparedness of Educators

Out of 21 respondent teachers, 4 answered there is enough preparedness, while 17

answered they are not prepared regarding the level of training and preparedness for

inclusive education among educators in the city.

!
7. Are there any specific policies or regulations that either support or hinder the

implementation of inclusive education?

! Sorsogon Bacon Sorsogon !

Answers East East National !
Central Central High Total
School School School
a. Support 14 4 3 21
b. Hinder 0 0 0 0

Table 7 - Policies and Regulation that support or hinder Inclusive Education

All 21 respondent teachers answered that the policies or regulations in Sorsogon City

SUPPORT the implementation of inclusive education.

!
8. What steps should be taken to address any gaps or challenges in the

implementation of inclusive education?

! Sorsogon Bacon Sorsogon !

Answers East East National !
Central Central High Total
School School School
 !89

a. Educate people 2 2 0 4
b. Professional 8 2 3 13
development
c. Stakeholders 2 0 0 2
d. Resource allocation 2 0 0 2

Table 8 - Steps to Address Gaps and Challenges of Inclusive Education

Out of 21 respondent teachers, 4 answered to educate people, 13 for professional

development of teachers, and 4 for involving stakeholders (internal and external) as steps

to address gaps/challenges in implementing inclusive education.

!
9. How do you envision the role of technology in supporting inclusive education

practices?

! Sorsogon Bacon Sorsogon Total

Answers East East National
Central Central High
School School School
a. Positive outcome 13 0 3 16
b. Negative outcome 1 4 0 5

Table 9 - Role of Technology

Out of 21 respondent teachers, 16 answered that technology is a great help for

leveraging inclusive education and supporting students, while 5 answered they don't

envision technology playing a role.

!
 !90

10. In your opinion, what are the key indicators or benchmarks to measure the success

of inclusive education efforts in Sorsogon City?

! Sorsogon Bacon Sorsogon !

! East East National !
Answers Central Central High Total
School School School
a. Graduate SNED learners 2 1 3 6
b. PWD’s employee 2 1 0 3
c. Self-improvement 6 2 0 8
d. Enrolled in class 4 0 0 4

Table 10 - Key Indicators to measure the success of Inclusive Education

Out of 21 respondent teachers, 6 answered graduated special needs learners, 3 for

employed persons with disabilities, 7 for self-improvement, and 5 for enrolled students as

key indicators/benchmarks to measure inclusive education success.

!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes

or No? Why?

Answers Sorsogon Bacon Sorsogon !

(Fully ready to East East National !
implement?) Central Central High Total
School School School
a. Yes 9 0 0 9
b. No 5 4 3 12

Table 11 - Implementation of Inclusive Education

 !91

Out of 21 respondent teachers, 9 answered Yes that Sorsogon City is fully ready,

while 12 answered No that it is not fully ready to implement inclusive education.

!
12. What interventions and programs can you suggest to the school administrator and

policymakers that will help you to provide a quality/inclusive education to learners

with special needs?

! Sorsogon Bacon Sorsogon !

Answers East East National Total
Central Central High
School School School
a. Group specialist 2 1 0 3
b. Training and seminars 7 3 3 13
c. Equipment 3 0 0 3
d. Collaboration (LGU, NGO, 2 0 0 2
etc.)

Table 12 - Interventions and Programs

Out of 21 respondent teachers, 3 answered need for groups of specialists, 13 for

seminars/trainings for teachers, 3 for equipment/resources, and 2 for NGO-LGU

collaboration as interventions/programs to provide quality inclusive education.

!
13. As a regular teacher who takes part in Inclusive Education, do you receive enough

support such as financial, trainings, seminars, and accommodation from our

government?
 !92

! Sorsogon Bacon Sorsogon !

Answer East East National Total
Central Central High
School School School
a. Enough 5 2 0 7
b. Not enough 2 0 1 3

Table 13 - Support for Regular Teachers

Being a regular teacher in general education is already hard as it is, providing the

learners with quality education, providing discipline, and maintaining classroom

management is already a challenge.

Six out of the 10 receiving teachers that were interviewed stated that they receive

enough support, especially trainings provided by the NGO’s, some of them have had

attended trainings this year that helped them a lot on how to handle pupils with

disabilities. They said that they do not have any expenses for these trainings since the

NGO’s and their School catered all the expenses. While the other four demanded more

trainings and it should be consistent.

!
Summary:

!
The interview responses from teachers in Sorsogon City highlight both progress

and challenges in implementing inclusive education practices aligned with the UDL

principles of providing multiple means of engagement, representation, and action/

expression.
 !93

In terms of representation, while some inclusive practices like mainstreaming,

IEPs, and activity participation are being utilized, the majority of teachers (17 out of 21)

feel underprepared to effectively present information and create accessible learning

experiences for students with diverse needs. This lack of preparedness aligns with the

need for professional development opportunities that equip educators with skills to

represent content through varied modalities, as emphasized in the UDL framework.

Regarding engagement, the responses indicate a need for community awareness

campaigns and fostering acceptance, which supports the UDL principle of providing

multiple means of engagement. By creating an inclusive mindset and supportive

environment, learners from diverse backgrounds and abilities can be more effectively

motivated and engaged in the learning process.

The responses also highlight the importance of action and expression, with

suggestions for involving specialists, providing assistive technology and equipment, and

collaborating with stakeholders like NGOs and local government units (LGUs). These

recommendations align with the UDL principle of offering diverse opportunities for

learners to demonstrate their knowledge and skills, as well as the need for multiple means

of action and expression.

Furthermore, the recognition of technology's potential to support inclusive

education practices resonates with the UDL framework's emphasis on leveraging flexible

and customizable tools to enhance engagement, representation, and expression for all

learners.
 !94

However, the mixed responses regarding Sorsogon City's readiness to implement

inclusive education, with only 9 out of 21 teachers answering affirmatively, underscore

the need for a comprehensive approach that addresses all three UDL principles. Key

indicators for measuring success, such as graduated special needs learners, employment

of individuals with disabilities, self-improvement, and enrolment in inclusive classrooms,

align with the UDL goal of creating an inclusive learning environment that supports the

diverse needs of all students.

To fully embrace inclusive education in line with the UDL framework, Sorsogon

City should prioritize ongoing professional development for educators, curriculum and

instructional design that incorporates multiple means of engagement, representation, and

action/expression, provision of assistive technologies and accessible learning materials,

and fostering a collaborative and supportive learning environment that involves

stakeholders like specialists, NGOs, and local government units.

By adopting a comprehensive UDL approach, Sorsogon City can address the

existing gaps and challenges identified in the responses and create a truly inclusive

education system that meets the diverse needs of all learner.

!
!
!
!
!
 !95

Table - SNED PUPILS POPULATION IN THREE (3) SCHOOLS

! ! !
Schools Total Population of SNED SNED Learners in
Learners Regular Class in each
Grade Level

!! !! !
Kindergarden - 0
!! !! Grade I - 5
! ! Grade II - 1
Grade III - 1
Sorsogon East Central 124
School Grade IV - 0
Grade V - 0
Grade VI - 3
!
Total: 10 SNED Learners

!! !! !
Kindergarden - 0
!! !! Grade I - 0
! ! Grade II - 3
Grade III - 0
Bacon East Central 53
School Grade IV - 0
Grade V - 0
Grade VI - 2
!
Total: 5 SNED Learners

!! !! !
Kindergarden - 0
!! !! Grade 7 - 0
! ! Grade 8 - 0
Grade 9 - 5
Sorsogon National High 47
School Grade 10 - 5
Grade 11 - 0
Grade 12 - 0
!
Total: 10 SNED Learners
 !96

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusion derived from the findings of

this study entitled The Readiness of Implementing Inclusive Education in Sorsogon City.

The conclusions were based on the purpose, research questions and results of the study.

The implications of these findings and the resultant recommendations will also be

explained. Recommendations were based on the conclusions and purpose of the study.

This study was conducted at the following schools that caters Inclusive

Education; Sorsogon East Central School, Bacon East Central School, Sorsogon National

High School, and DepEd – Schools Division of Sorsogon City. The respondents were the

available and willing Special Needs Education Teachers, Receiving Teachers, and the

SNED-Division Coordinator. They were selected using purposive method. Data were

obtained through an interview guide made by the researchers.

By means of our investigation, we have determined and discussed the progress

made in Inclusive Education worldwide and in the Philippines. It shows the efforts by

governments, NGOs, and schools to ensure quality education for all students, regardless

of abilities. The literature highlights challenges like lack of teacher training, resources,

negative attitudes, and socio-economic issues. It also discusses the benefits of Inclusive

Education for students with and without disabilities. The role of technology,

accommodations, and stakeholder support is emphasized. While the literature provides

valuable information, there is a gap in research specific to assessing Sorsogon City's

 !97

readiness for Inclusive Education implementation. This study aims to bridge that gap by

directly evaluating the local preparedness, challenges, and resources available in

Sorsogon City schools. The findings can provide localized recommendations to advance

Inclusive Education practices in the area.

!
FINDINGS

1. What are the challenges that educational institutions are facing when implementing

Inclusive Education in Sorsogon City?

- Based on the data gathered the challenges that educational institutions are

facing in implementing Inclusive Education in Sorsogon City are the lack of proper

assessment of the students, the acceptance of the community, lack of promotion and

involvement of the school, lack of funding, seminars, and trainings for teachers/ receiving

teachers, lack of medical practitioners to properly assess the students, and shortages of

trained teachers.

!
2. How did the educational institutions deal with those challenges when implementing the

Inclusive Education in Sorsogon City?

- The teachers said in order to sustain the needs of the students they modified the

lesson, resources and learning materials. Also, they look for partnerships and stakeholders

that can help them provide the needs of the learners. The SPED teachers also conduct
 !98

trainings and seminars to share their knowledge in dealing learners with special needs to

the receiving teachers from the regular class.

!
3. How can educational institutions assess their readiness to implement Inclusive

Education in Sorsogon City?

- In assessing the readiness of school and Sorsogon City to embrace Inclusive

Education there should be enough resources. They emphasized the need for more

technological tools to support inclusive practices. They emphasized the necessity of

various resources, including services, training, support services, and manpower

development, to ensure the success of Inclusive Education initiatives.

!
4. What are some of the effective ways to address the attitude and beliefs of teachers,

parents, and students towards Inclusive Education in Sorsogon City?

- Orientation, trainings, seminars, advocacy campaign and school promotions to

the community towards Inclusive Education.

!
5. Are the educational institutions prepared to embrace the Inclusive Education?

- Based from the results of interview, the educational institutions are ready but not

fully ready to embrace Inclusive Education. There’s always room for improvements.

There are certain issues that needed to be addressed, resources to be provided to aid our
 !99

SNED and receiving teachers to provide a quality education to their diverse learners.

They suggested having more specialists and training for teachers as important steps.

!
6. Is Sorsogon City prepared to implement Inclusive Education?

- Sorsogon City is prepared, but not fully prepared. Although there are policies

and support from the city, they want to see more actions aside from the policies. Also, the

acceptance and understanding of the community that there are learners from the SPED

class that can be catered to in regular class.

!
CONCLUSION

Based on the findings, it can be concluded that while Sorsogon City has taken

steps towards embracing Inclusive Education, it is not yet fully prepared to implement it

successfully. Significant challenges persist, such as the lack of resources, facilities,

trained personnel, and community acceptance. However, the city is on the right path, with

ongoing efforts and partnerships aimed at promoting Inclusive Education practices.

!
!
!
!
 !100

RECOMMENDATIONS

1. Establish an Inclusive Learning Resource Center (ILRC) to provide comprehensive

support services, including therapy, assistive technologies, and learning materials for

learners with various disabilities.

2. Develop and implement comprehensive training programs for all teachers, both SPED

and regular, to equip them with the necessary knowledge and skills to effectively teach

and support learners with special needs.

3. Allocate adequate funding and resources for the procurement of assistive technologies,

learning materials, and the construction or renovation of accessible facilities to

accommodate learners with disabilities.

4. Strengthen partnerships with non-governmental organizations, private institutions, and

the local community to promote awareness, acceptance, and involvement in Inclusive

Education initiatives.

5. Develop and implement programs to address parental concerns and promote

acceptance of Inclusive Education practices, such as information dissemination

campaigns and support groups.

6. Leverage technology effectively by providing learners with special needs access to

appropriate devices, software, and online resources to enhance their learning experience

and overcome barriers.

 !101

7. Establish multi-disciplinary teams comprising specialists, therapists, and support

personnel to provide comprehensive assessments and interventions for learners with

various disabilities.

8. Promote inclusive practices in tertiary education institutions and create employment

opportunities for learners with disabilities through partnerships with businesses and

vocational training programs.

9. Continuously monitor and evaluate the progress of Inclusive Education

implementation, making necessary adjustments and improvements based on data-driven

decision-making.

10. Develop and implement policies and guidelines that promote Inclusive Education

practices, ensuring equal opportunities and access for learners with disabilities at all

levels of education.

11. Gather data and conduct Benchmark (Legazpi and Naga)

12. Conduct a Pre-test and Post Test of SNED learners, if indeed these students learned

something.

By implementing these recommendations, Sorsogon City can take significant

strides toward becoming a truly Inclusive Educational environment, providing equal

opportunities for all learners, regardless of their abilities or disabilities.

!
!
 !102

BIBLIOGRAPHY

JM. Macabenta, et.al. (6, 2023) Inclusive Education: Lived Experiences of 21st
century Teachers in the Philippines. https://www.ijraset.com/best-journal/inclusive-
education-lived-experiences-of-21st-century-teachers-in-the-philippines
!
JP. Babia, et.al. (4, 2022) Assistive Technology Services in Sped Schools. https://
journalppw.com/index.php/jpsp/article/download/5187/3393/5929
!
S.Shakti (2023) Promoting Equality: The Vital Role of NGOs in Inclusive Education
https://medium.com/@satyashakti/promoting-equality-the-vital-role-of-ngos-in-inclusive-
education-f19b9f30b1db
!
P. Davis, L. Florian (2023) Teaching Strategies and Approaches for Pupils with Special
Educational Needs: A Scoping Study https://dera.ioe.ac.uk/id/eprint/6059/1/RR516.pdf
!
J. Cabanero (2023) A Policy Study on the Implementation of Inclusive Education
Program in the Philippines. https://www.researchgate.net%2Fpublication
%2F372760966_A_POLICY_STUDY_ON_THE_IMPLEMENTATION_OF_INCLUSI
VE_EDUCATION_PROGRAM_IN_THE_PHILIPPINES&h=AT0yLQCGXYvlqAOVS
2 6 Z 2 P 4 g -
spbrR6O3QidGEc0CIh57kPMiEBn318KYB4dz9przNyfK8wRF55yFzoBxKXjqhAochU
_mIz9xFlVZwLZX2oggp0GRtWMVaFvpgMuhXsH-vnWZGZcEQ
!
J. Ambiong (2020) Barriers and Challenges of Obtaining Quality Education for Students
with Disabilities in the Philippines. https://www.ruhglobal.com/barriers-and-challenges-
of-obtaining-quality-education-for-students-with-disabilities-in-the-philippines/
!
N. Gonzaga (3, 2021) Readiness and Challenges of General Education Teachers on the
Implementation of Inclusive Education. https://www.researchgate.net/publication/
377190395_READINESS_AND_CHALLENGES_OF_GENERAL_EDUCATION_TEA
CHERS_ON_THE_IMPLEMENTATION_OF_INCLUSIVE_EDUCATION
!
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!
 !103

APPENDICES A
Permit to Conduct Study
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 !108

APPENDICES B
Questionnaire
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
!
2. What resources do you think are needed to make inclusive education successful
here?
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
!
5. How do you think the community can support inclusive education in Sorsogon
City?
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
!
9. How do you envision the role of technology in supporting inclusive education
practices.?
!
10.In your opinion, what are the key indicators or benchmarks to measure the success
of inclusive education efforts in Sorsogon City?
!
11.Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
!
12.What interventions and programs can you suggest to the school administrator and
policymakers that will help you to provide a quality/inclusive education to learners
with special needs?
!
13.As a regular teacher that participates in inclusive education, do you receive enough
support, such as financial, trainings, seminars, and accommodation from our
government?
!
 !109

APPENDICES C
Transcription of Interviews and Tables
!
Sorsogon East Central School SNED Teachers
!
SNED TEACHER 1
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- 100% prepared, because Sorsogon East Central School prioritize the learnings of the
students with special needs, not just in terms of academics but also their socialization.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Instructional materials/equipment that can help both regular and special needs students.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Lack of knowledge in inclusivity.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Some students with special needs develop their talent by joining different organizations
and activities.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- By means of conducting seminars/trainings to people so that they will have knowledge
about inclusive education in Sorsogon City.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- The educators are well trained and well prepared, since their trainings are effective.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- Policies that support, yes, there are.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Conducting trainings and seminars.
!!
 !110

9. How do you envision the role of technology in supporting inclusive education

practices?
- Technology plays a big part in supporting inclusive education practices in Sorsogon
City since it can help the students with special needs develop their skills not only
academically but socially.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- If the learners improved their skills.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes,
or No? Why?
- Yes, because educators are well trained.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- More equipment/materials, seminars, and trainings.
!
SNED TEACHER 2
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- As a Special Education Teacher, I think Sorsogon City has made strides in embracing
Inclusive Education, but there’s always a room for improvement. Trainings in handling
learners with disabilities must be provided to several education teachers, providing
accessible facilities for this type of learner and fostering a supportive environment
must also be given. These are some of the issues that needs to be improve for the
prepared ness of the City of Sorsogon in embracing IE.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Qualified and trained teachers in Special Education
- Accessible facilities
- Specialized support services
- Assistive technology and devices
- Funding
- Community involvement
- Continuous trainings
 !111

3. What challenges do you see in implementing inclusive education in Sorsogon

City?
- The readiness of regular teachers in handling learners with disabilities, acceptance of
the community.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Developing individualized education plan (IEP)
- Use of modified curriculum or modified instruction to suit the needs of the learners.
- One-on-one teaching
- Least restrictive environment
- Use of assistive technology and devices
- Flexible assessment
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Advocacy campaign
- Parent and caregiver involvement
- Linkage to private organization
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Needs improvement, although some general education teachers were given trainings in
IE still, the need continuous training with regards to IE to properly implement IE.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- There is one policy that support, the CSWDO yearly allocates a transportation
allowance to LWD’s who are enrolled in a SPED class.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Professional development
- Stakeholder engagement
- Resource allocation
 !112

- Parent and community involvement

!
9. How do you envision the role of technology in supporting inclusive education
practices?
- By leveraging technology effectively, educators can create more inclusive and
accessible learning environment s that cater to the diverse needs of all students,
empowering them to succeed academically and reach their full potential.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- The number of LWD’s mainstreamed and enrolled in the regular class.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, we have qualified teachers to handle learners with disabilities and there’s always a
room for improvement like providing continuous professional development to these
teachers.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Professional development
- Use of IEP
- Promote the adoption of Universal Design for Learning
- Collaborative partnership – foster collaboration.
!
SNED TEACHER 3
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Semi-prepared.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Enough trainings for receiving teachers specially in FSL and Braille.
!
 !113

3. What challenges do you see in implementing inclusive education in Sorsogon

City?
- Lack of trainings of receiving teachers, attitude of regular teachers and parents.
!
4. Can you share any examples of inclusive practices that have worked well in
classroom?
- N/A
!
5. How do you think the community can support inclusive education efforts in
Sorsogon City?
- Be more aware of special needs education and the benefits of inclusive education.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Not fully trained. They still need more training.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- Yes, there are policies that support special education. Hinders, none.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- More trainings for receiving teachers.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- It will be beneficial to SNED learners.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- The number of SNED learners accepted or transferred or mainstreamed in inclusive
class.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes,
or No? Why?
- Receiving teachers need more trainings.
!
 !114

12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Provide more trainings to receiving teachers.
!
SNED TEACHER 4
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- The preparedness of Sorsogon City for inclusive education has improved a lot.
Inclusive education does not only talk about accommodating learners with a disability
because this includes learners from different races, ethnicities, genders, ages, and
family situations therefore, acceptance and support must intensify through various
exposures, orientations, seminars, and training. The SNED teachers conducted training
for receiving teachers and administrators in the Division last year except for private
schools. There had been positive feedback among the participants to gain more
knowledge in handling learners with disability. In addition, I initiated a parent support
group for each disability in Sorsogon East Central School to help the parents advocate
for the rights of their children and to learn from one another.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Make sure that the classroom has pictures, books, music, and other diverse materials
that will cater to the race, ethnicity, gender, and age. Also, they need to learn how to
use equipment or instruments and technological tools specifically for a certain
disability they are catering.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- The challenges I have seen are providing equal opportunity, distribution of materials,
and full acceptance of the community.
!
4. Can you share any examples of inclusive practices that have worked well in
classroom?
- Receiving teachers had accommodated some of my former pupils in their classrooms.
There are priority lanes and elevators that are accessible in malls.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Give their support in implementing projects and programs aligned to inclusive
education.
 !115

6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- I perceived that those who attended the training would transfer their knowledge to their
fellow teachers. Moreover, they should practice what they have learned.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- There are existing policies, projects, and programs created for learners not only for
those who are in an inclusive education such as an assistance program for learners with
disabilities and 4P’s.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Acceptance and respect will be the key to the success of inclusive education. Second,
provide training to teachers in handling those learners, third, orient learners and the
people involved. Fourth, provide all resources needed.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Technology plays a vital role in learners' education and I hope that this technology
caters to the students' differences.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Inclusive education is successful if there is a large number of students who
successfully gain social, emotional, and rational skills.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, even a long time ago there had been an implementation of inclusive education not
only in Sorsogon City. I must say that when it was put into words it had been
strengthened.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- In SNED, we have an intervention, home visitation as well and an enhancement
program for our learners. We also have a sensory room intended for learners with
Autism, sign language books for learners with hearing impairment and an embosser for
 !116

learners with visual impairment. If I am to suggest to those receiving teachers who are
catering to inclusive education, I will suggest materials that will help them cater to the
needs of their learners.
!
SNED TEACHER 5
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- For me, 5 out 10, case hindi pa naman lahat ng teachers ay well trained and aware of
inclusive education. And syempre pay mag inclusive education ka, kailangan mentally
prepared ka, stable and open ka sa lahat ng possibilities.” most importantly is flexible
ka dapat.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Ang nakikita ko lang ay kailangan natin ng orientation, seminars, trainings, and
workshops para sa mga receiving teachers, hindi nga lang dapat sa receiving teachers
kundi dapat sa lahat lahat ng teachers na nasa regulars at kailangan din ng
benchmarking so that, may mga idea sila.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Ay jusko ang dami, una teachers hindi pa nga nila nasusubukan, tutumanggi kaagad.
Ikalawa, system of education ng Sorsogon, ang iba kase pinapa-training pero ang totoo
ayaw naman humawak ng klase. Ikatlo, textbooks at learning materials. Kailangan ang
mga teachers ay well-equipped, their knowledge, paano makipag-communicate sila
and kailangan marunong sila makipag collab sa mga special needs teachers.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Meron, mainstream. and then after a 2-3 months nakakapag adopt na yung bata, pwede
na silang ilagay sa regular class, may inclusive or inclusion na naganap dun. Pag
nagkakaroon kami ng trainings, sinasabi naming na kailangan pati ang regular teachers
ky kasama din mas lalo na ang mag hahandle ng mag SNED learners, in that case
merong collaboration ng teachers ang nangyari.
!
5. How do you think, the community can support inclusive education in Sorsogon
City?
- Actually, sa community hindi naman nawawala yung criticisms. Yung ginagawa namin
ay pino-promote namin ang inclsuive education sa community. Kung dati, ang hirap
nilang tanggapin, ngayon paunti-unti natututo na nilang tinatangap ito. at the same
time, sa ngayon nakakakuha na kami ng support sa community tulad ng pinapasali na
 !117

sila sa mga activities sa labas ng community. Also, yung community tinutulungan nila
kami mag child mapping, yung mga hindi nag-aaral. para alam namin kung ano at
paano gagawain o kung ano ang mangyayari.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Para saakin sa scale ng 1-10, 5 pa din. kase yung training kulang pa din, paminsan
magtra-training sabihin natin simula sa Level 1 manual, sa susunod Level 1 manual
ulit, wala man lang upgrade na nagaganap paminsan. paulit ulit lang.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- Pag dating sa hinder, wall naman. Sa support naman meron, dahil meron tayong
curriculum, saamin transition curriculum for special learners with disability. Sa
policies naman, lahat naman yun nagsusupport saamin parehas ng GabayUS Aid,
(teachers, parents, seminars and trainings) Norfil, SISHFI (trainings, equipment),
CSWD (education and financial support).
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Para mawala yung gap, hindi lang dapat yung nasa taas ang nag orientate or gumagawa
ng programs, kase yung nasa baba ang marunong kesa nung nasa taas kase hindi
naman sila ang naka experience nun diba, cause at the end of the day, kami pa din
naman yung gumagawa. Para ma address tong mga gap, challenges or kung ano pa
man ang kulang, why not gumawa sila ng paraan na andun din kami na mga teachers,
mag usap-usap kase kami ang nakakalam ng problema at kami ang magrerely sa kanila
or kung gusto nila talagang malaman, kailangan ma experience nila, hindi lang dapat
kami para sa ganuung paraan alam nila ang gagawin.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Malayo pa, pero nilalagay na namin ang technology, ang ICT sa klase kasi kung
nakatututok ang lahat sa technology hindi naman pwede yun kase dapat more on
actual work ang mga bata, hands on activities. Tska helpful naman talaga ang
technology, kase meron akung estudyante na hindi marunong magbasa pero dahil
mahilig siya magkaraoke dun siya natututong magbasa kaya ang ganda ng technology
talaga.
!
 !118

10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education in Sorsogon City?
- Benchmarking programs para maka gain ka ng knowledge on how they handle learners
with special needs.
!
11. Do you think Sorsogon City is full ready to implement inclusive education? yes
or no? why?
- Yes, because may mga trainings and willing to accept the challenge and positive
outcome in inclusive education perl No din dahil madam pa din ang tumatanggi at
madam pa naman talagang kulang pa. kaya yes and no ako dyan.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- First kailangan ng orientation SNED, about what are the kinds of disability, on how to
handle them and mandates about inclusive education. Gusto ko na magsagawa muna
sila ng practice teaching yung mga receiving teachers bago sila manhandle ng mga
SNED Learners. Magpili sila ng mga teachers na willing talaga mag undergo and
understand the learners. At young mga saklaw sa inclusive education ay isa isahin nilas
yun, hindi young isasalang lang nils lahat ng yun. Undergo training, seminars and
workshop tapos benchmarking sila at mag practice and mag observe sila at kung ready
na sila go!
!
SNED TEACHER 6
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Prepared but not fully prepared. Based on my own calculation from the scale of 1-10,
five kasi as we go on with the interview malalaman natin kung bakit ang Sorsogon
City is prepared but not fully prepared in implementing Inclusive Education.
!
2. What resources do you think are needed to make inclusive education successful
here?
- When we talk about Inclusive Education, accommodation and modification are very
important. Accommodation in terms in physical iyong environment dapat naka
Inclusive Education. Inclusive that kailangan natin mag create ng inclusive
environment. Modification when it comes sa ituturo sa mga bata continued. Meron
akong ishi-share na tatlong resources; physical resources, human resources, and
curriculum resources. Pagdating sa Inclusive Education physical resources dapat
accessible ang seating arrangement. For example, ang estudyante with physical
disabilities, kulang ng isang paa, o hindi makalakad kailangan niya ng wheelchair so
 !119

accessible siya kasi ganon ang Inclusive Education iyong classroom ay accessible so,
when it comes to discussion dapat hindi siya nasa malayo doon siya dapat sa malapit
same as with blind, dapat wala silang obstacles to participate sa discussion. Kung
titingnan mo ang ating classroom meron tayong handle bars na pwedeng hawakan ng
mga bata kasi iyan po ay design for students with learning disabilities, iyan ang
example ng physical accommodation. Itong School meron tayong sponsored galing
Gabay USAID kami lang dito sa Sorsogon City or even sa Bicol region ang may
inclusice classroom. Next human resources kailangan natin ng mga Medical
practitioners for assessment and to monitor the health of the students. Another iyong
Curriculum resources we have to modify the lesson na suited sa kanilang ability.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- One of the challenges is the acceptance of the community with this idea na ilagay ang
mga students with disabilities sa regular class. Lack of fund ng depEd na maiprovide
ang mga kailangan ng mga estudyante with learning disabilities, trainings, and also the
parents still nasa in denial stage parin sila, ayaw nila ipa assess ang kanilang mga anak
kaya hindi sila nabibigyan ng proper education.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- SECS is the very example of Inclusive practicing Inclusive Education. With the help of
Gabay USAID meron tayo dyang library, iyong inclusive classrooms at meron diyan
ng mga devices for learners with disabilities, meron silang mga technologies especially
para sa mga blinds, and meron silang mga diverse books para sa iba’t-ibang klase ng
disabilities na magagamit din ng mga regular teachers na magki-cater ng Inclusive
Education.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- The community can support Inclusive Education kailangan mag-start iyan sa depEd.
Iyong depEd hindi lang dapat mga SPED teachers, not only those will handle Inclusive
Education ang mag undergo ng trainings pati dapat mga teaching and non-teaching
personnel may trainings on how to communicate and socialize to students with
disabilities. And also, the community they should know how to socialize and
communicate sa mga person(s) with disabilities.
!
!
 !120

6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- In the past few years, months DepEd had already conducted several trainings but not
all general educators are being given opportunity to attend the trainings. Seguro from
1-100 percent, 60 percent hindi pa talaga fully trained.
!!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- Inclusive Education is a DepEd order and therefore no policies and regulations from
Sorsogon City that will hinder the implementation Inclusive Education rather we really
have support, 100% support from the LGU, from Sorsogon City local government.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- We must conduct orientation, trainings to all general educators not only those who are
giving instructions to pupils but also to the higher ups, the leaders of DepEd and
hoping they will open their mind, heart to learners with disabilities. Also, the
acceptance and awareness of the community of Sorsogon City na time will come na
open sila na sila sa Inclusive Education.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- I envisioned the role of technology in supporting Inclusive Education as a bridge that
will make this divisions into whole. In Inclusive Education in order to give the best or
the quality education we also need to use assistive devices or technologies and dapat
trained rin talaga ang mga teachers na gumamit.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- The key indicators are the full acceptance of the community to the PWD. Differences
and diversity in physical, cognitive, social and emotional. For example, when the
peraons with disabilities pumunta ng mga establishments they are accepted, their needs
are attented wala na iyong pinagtatawanan.
!
!
 !121

11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Not yet fully ready.

!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality inclusive education to
learners with special needs?

- According to my own interpretation and understanding these are the suggestions that I
may give to school administrators and policy makers. Orientation, trainings sa mga
empleyado so they can be able to understand, accept and communicate with persons
with disabilities.
!
SNED TEACHER 7
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Prepared na yung school because we have already a partnership with USAid Gabay
na nagtuturo o nagbibigay na ng mga semenar for learners and parents na hearing
impaired and CFO para sa mga visual impaired na mga learners. Pangalawa, we
already have the facilities. We have the facilities, dito nagpri-print ang mga school na
may mga blind learners for their braille. First province facilities. It is open to
anyone. LGU gives free assessment to properly identify the needs of the child 5/10.
- Chronological- Real age. Mental age- Yung Psychological Age
!
2. What resources do you think are needed to make inclusive education successful
here?
- Inclusive education classroom and manpower for regular teachers to handle students
with special needs.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Maraming challenges parent who enrolled their child without of assessment. One of
the challenging parts also is the acceptance of the community. Lack of promotion and
involvement of the school. If we promote Inclusivity dapat walang namamalimos dyan
sa kalsada. We don't have programs and activities that properly promote inclusive
education.
!
 !122

4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Self-contain means lahat sila may disabilities. In preparation for regular class to cope
up. Paunti-unti mo silang, ioopen sa kanila.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Partnership. Ang mali kasi dyan paano malalaman ng public school kung ano ang
nangyayari nito dapat yung public sector alam din nila kung anong nangyayari. Alam
ng private and local sector and have a proper promotion for inclusive learners and
community.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- 8/10 we have a lot of semenars. However, no continuity tapos kung sino yung nag-
attend sila rin dapat yung maghandle. Dapat may continuity and sustainability ng mga
teachers.
!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- CSWD PWD- 1k Assistance LGU
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- None, no policies are hindrances. 1st Continue to sustain what already started because
it's already organized and systematic.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Technology has a huge part for teaching inclusive education.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Dapat may continuity, and we have to communicate to LGU kasi hindi namin `to kaya
na kami lang.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes,
or No? Why?
- Not fully ready, but we're already implementing it. It's a long process kung baga trial
and error.
!
 !123

12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality inclusive education to
learners with special needs?
- Yung mga higher ups muna kasi kapag sila yung nagsimula pababa na yan. They
should be educated first para maging open sa lahat.
!
Sorsogon East Central School Receiving Teachers
!
Receiving Teacher 1
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Just good enough in terms of preparedness.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Funds, technologies and awareness of policymakers.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Lack of building/centers to cater learners with special needs.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- In our school (SECS), teachers are willing to be a receiving teacher of learners with
special needs.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
By supporting the programs implemented by DepEd in inclusive education.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- For SPED teachers, they’re well prepared, for receiving teachers/regular teachers they
still need assistance of SPED teacher.
 !124

7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- Policies that support, yes.
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Embracing the program of inclusive education positively.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Technologies make teachers’ work easier. Learners can learn more actively.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Some learners have already graduated.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, because there are fully trained for inclusive education, ang No, because, some
teachers have LSEN but not yet trained.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Engagement of regular teachers.
!
13. As a regular teacher that participates in inclusive education, do you receive
enough sup-port, such as financial, trainings, seminars, and accommodation from
our government?
- Yes, Trainings and seminars from the NGO’s.
!!
!!
!
 !125

Receiving Teacher 2
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- In my opinion, Sorsogon City is not 100% prepared to embrace inclusive education,
because there are pupils who cannot enroll due to financial problem and they live in
the far-flung area.
2. What resources do you think are needed to make inclusive education successful
here?
- To make inclusive education successful in Sorsogon City, the DEPED and the
government should provide additional SNED Center to rural areas.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Public and private sector must be aware of the promotion of inclusive education.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- One example is mainstreaming, wherein pupils who are in SNED class can now
include to regular classes.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Community can support through financial assistance.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Trainings are limited by private institution like Gabay and USAID.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- In terms of support, there is financial assistance given.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- The steps to be taken to address any gaps or challenges in the implementation of
inclusive education are the following:
- Those who are in the higher position should be aware of the implementation.
- Provide seminars to all teachers not only SNED but to all.
 !126

- Involve private universities and colleges.

!
9. How do you envision the role of technology in supporting inclusive education
practices?
- As of today, private institution like Gabay provide this technology that can help
learners with disabilities.
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Promote school community partnership.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- For me, Sorsogon City is not fully ready to implement inclusive education, because as
I’ve said, a lot of places cannot provide additional SNED centers and there are teachers
who has sufficient trainings and seminars.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Provide trainings to all teachers and DepEd officials for awareness, use of technology,
and hire teachers with right skills and trainings.
!
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Yes, I received enough support from SNED teachers. In terms of trainings/seminars, I
attended 2 trainings for this school year which helped me a lot on how to handle pupils
with disabilities.
!!
Receiving Teachers 3
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- We (SECS) are well prepared for it. SECS teachers were trained and supported to
embrace inclusive education.
!
2. What resources do you think are needed to make inclusive education successful
here?
- The trainings and seminars for teachers are needed for this, materials and facilities are
also needed to cater pupils’ needs.
 !127

3. What challenges do you see in implementing inclusive education in Sorsogon

City?
- The negative attitude toward inclusive education can be a challenge, for if teachers are
not willing to do this, this may not succeed.
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- The regular teachers are handling pupils with disabilities, if SNED teachers see that
these children are ready to be in a regular class or sit-in in a regular class they do
inclusion. And we, regular teachers, are willing to help these pupils.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- The community must not let the pupils with disabilities feel that they are being left
behind. We must show them that we are happy to have them an let them feel that they
belong to this community.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Organizations like GABAY, US Aid and others, conducts many trainings/seminars,
provide materials and facilities for pupils with disabilities, I think the level of training
and preparedness of educators are high and sufficient to cater their needs.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- I am not aware of any policies or regulations that can hinder the implementation of
inclusive education here in Sorsogon City.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- It must be solved immediately through proper communication, reach out to the people
involve in order to solve it.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- This can be of big help to the pupils with disabilities, for them to easily learn what
needs to be learned, and helps or assists teachers as well.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
 !128

- Pupils are happy attending classes, more pupils with disabilities are enrolling.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, because we are doing our best and preparing ourselves for this program.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- N/A
!
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Yes.
!
Receiving Teacher 4
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- N/A
!
2. What resources do you think are needed to make inclusive education successful
here?
- Facilities, man power, learning materials
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Konti lang
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- N/A
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- N/A
!
 !129

6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- 7 or 8/10
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- None
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Dialogue, teacher aid.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Very helpful for assessment, manipulatives (blinds)
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- N/A
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, 7/10
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Free assessment, medical assessment
!
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Not enough.
!
Receiving Teacher 5
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Sorsogon City is not fully prepared for this because to tell you the truth as a sned
paano kami magkakameron ng preparedness kung ang mismong teachers napapasukan
 !130

ng sned pupils ay hindi pa prepared kasi dapat kami muna yung may bala or
knowledgeable before anything and then second yung mga materials na ginagamit
namin dapat modified.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Resources, meron tayong mga different categories ng sned pupils, we have blinds,
deaf, and ADHD. Sa resources meron na kasi dito sa Sorsogon City tayo (burabod)
yung pinupuntahan ng mga region para magpa-print sila ng materials na kailangan nila.
Writers kasi kami ng school about inclusive education kaya kung ang sa resources
maayos at meron yung school.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Dapat dagdagan ang training ng mga teachers na hahawak ng inclusive education yun
na lang kasi yung kulang. Teachers is one of the resources, kami yung pinaka main
kaya dapat kami yung pinaka handa.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Inclusive practice, commitment at pagtangap mo ng bata na may needs. Kasi diba yung
klase namin regular, paano mo sila tatanggapin? Syempre dapat may love, commitment
at passion. Kasi if you have all the resources,magaling kang magturo pero hindi mo
gusto yung ginagawa mo wala rin. T'yaka dapat maramdaman ng bata na kabilang sya,
yung sinasabi nilang"Sense of belongness.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Financial. No. 1 kasi unang-una kailangan nilang magpagamot at pag-assess sa kanila.
Once na meron silanh nararamdaman hindi sila makakapasok at isa pa yung pamasahe
nila. Yung pinakakailangan nila ay Financial Assistance. T'yaka yung commitment sa
LGU dapat nandyan. Isa pa dapat may medical support sila. Hindi yung once in a blue
moon lang sila mabigyan.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Maayos naman yung training ng mga teachers pero kulang yung mga teacher na
wiiling na magtraining. Yung iba magrereklamo na " Ikaw na lang yung palaging
pinupuntahan kaya ikaw na lang ang mag handle." Bimigigay naman ng
nagpapatraining lahat ang kailangan lang ay yung openess ng mga teachers. Yung
Gabay USAids ang best partners ng DepEd.
!
 !131

7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- As of now, wala naman. Kasi nagsusupport naman sila sa amin.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Protocol tayo palagi. From school, division, region, at national. Step by step wag
kayong magche-cheat para wala tayong mabypass na mga tao. And syempre hindi
naman naten alam tapos alam nila dun sila nalang ang pupunta dito. Dapat palaging
may respeto.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Yung technology nag eevolve siya hindj lang siya yung hanggabg doon lang. Dati
gumagamit ng manomano sa oaggawa ng braille pero ngayunyung parang
computerised na siya habang tumatagal mas nag uunlad o umaangat yung pagtuturo sa
kanila.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Pagkakaisa o unity at pagtutulungan ng mga teachers para maachieve naten yung
inclusive education.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, oo but din depende because sabi nila ay center pero dati pa man nag ii-inclusion
na kami. Hindi pa nila alam yung inclusion na word kasi tumatanggap na kami noon pa
man ng mga disabled pupils huwag lang bibigyan yung mga maarteng teachers kasing
walang mangyayari nun.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Dapat may maayos na pagtuturo o orientation saamin parehas ng mga pupils na may
ADHD pano mo sila tuturuan? Dapat may expert na tutulong saamin magseminar.

! !
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Yes, na yes. Wala kaming ginagastos kapag magseseminar. Sila na yung
magproprovide lahat.
!
 !132

Receiving Teacher 6
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Part na ito ng educational system. Gusto o ayaw kailangan mag ready yung institution,
especially yung mga teachers. Actually, dito may inclusive education na kami dati pa.
Kahit nung bago pa magkaroon ng inclusive education meron na non dito, yung
sinasabi na mainstreaming. Yung nakikisit-in yung mga bata na may special needs
meron na nun bago pa yan na inclusive education.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Resources? Facilities, manpower yung mga teachers na well trained tapos learning
materials."
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Konti pa lang ang mga trained teachers na nag-accommendate ng mga inclusive pupils.
Lahat naman nakakapagseminar pero pahapyaw lang hindi yung full. Dapat sana yung
full na iyong maibigay para maikalat yung alam nila sa ibang teachers.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Ang no. 1 na dapat na gawin ay orient the parents of the student. Dapat maintindihan o
ipaintindi mo sa kanila at sa mga magiging kaklase niya yung sitwasyon "Na, Oh,
ganito si Ate/Kuya kaya dapat natin syang tulingan." Dapat ipaintindi mo agad sa
buong klase para sa simula pa lang alam na ng mga parents para aware sila na yung
mga anak nila may kasamang sned pupils. Diyan nagsisimula yung bata na
makaramdam or nararamdaman niya na belong siya sa klase at accepted siya ng buong
class.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- May mga stakeholders na nag sponsor sila ng free assessment para sa mga bata para
malaman kung may mga problema ba sila. Yung iba naman nag sponsor sila ng mga
learning materials para sa mga batang merong special needs.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Prepared! Accept the challenge, embrace the challenge dapat hindi ka maging mapili or
maarte.

! !
 !133

7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- Wala naman.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Dialog at coordination sa mga sned teachers at supervisors. Dapat ma-providehan nila
kami ng teacher's aid para kaming regular teachers ay hindi masyadong mahirapan kasi
para sa bata rin yun at para sa buong klase.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Very helpful technology especially sa assessment ng bata para matukoy mo kung saan
nabibilang yung needs nya or parang level kung saan namin sya dapat simulang turuan.
For example, sa blind dapat maraming manipulatives. Sa ganito, malalaman din namin
kung ano yung kailangan nila.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Masasabi kong successful yung program kapag marami yung number of promotion ng
mga bata.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes. 7/10.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Free assessment and free medical assessment to identify their needs.
!
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Yung suggestion ko is yung lot of seminars with field training and teachers aid number
one talaga yung teacher's aid.
!
!
Receiving Teacher 7
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Sorsogon City is in the state of studying inclusive education. 9/10 yung school.
Madami na akong napuntahan na mga seminar, especially Gabay USAid.
 !134

!
2. What resources do you think are needed to make inclusive education successful
here?
- Resources? no. 1 is classroom. It should be conducive, safe, and prepared. The material
should be suitable for the learners for them to have an effective learning.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- There are so many challenges, like specialized instructional materials, assessing
technologies and classroom.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Family and community involvement practices because the partnership of the parents
and the teacher is very kailangan iyon. Collaborative practices, one-on -one or team
teaching or co-teaching or peer teaching to achieve their learners learning.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Well valuing one uniqueness and abilities, accept their abilities.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Need pangdagdagan para masuportahan lahat ng teachers para pagdating sa actual
setting hindi mahihirapan yung mga teachers. 7/10.
!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- Equitable access. Learner shall ensure the equitable access for the learners to equality
education to every special need learner.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Create a safe learning environment then identify and address the challenges and we
have to adopt the teaching processes. Seek and collaboration for the community.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Proper application of technology. Adaptive software devices and equitable
opportunities for all.
!
!
 !135

10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Co-teaching and team teaching, collaborative teaching and being flexible for the
learners goal.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Yes, dito na natin mai-experience yung mga seminar basta dito nila ibibigay or invite
yung mga professional teachers na magtuturo sa amin for improvement.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Most important is yung one on one teaching because learners with special need
kailangan talaga nilang matutukan. Free tutorial sa mga hindi kaya. You have to have a
big heart and passion para maturuan sila.
!
13. As a regular teacher that participates in inclusive education, do you receive
enough support, such as financial, trainings, seminars, and accommodation from
our government?
- Yes, I receive enough of support from the school amd SNED Teachers. Yung school,
they covered all.
!
!
Bacon East Central School SNED Teachers
!
SNED Teachers 1 and 2
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- In a scale 1-10, Teacher A said that 4/10 is the preparedness of embracing inclusive
education. While Teacher B is 5/10. Because they said that “dahil ang inclusive
education needs a lot of preparedness, information, trainings for those regular teachers
tapos kulang ang SNED teachers of Sorsosogon City and even our school.
Kinakailangan din na dapat ang nasa higher ups, kailangan din nila matuto sa
paghandle ng mga SNED Learners.
!
2. What resources do you think are needed to make inclusive education successful
here?
- Dapat merong mga aids ang regular teachers, man power na mga nakakatulong
regarding sa inclusive education. Kailangan din mga specialist para makasagawa ng
mga assessment and diagnose sa mga bata. Wag sana puro trial trial lang, trial error
ang isinasagawa.
 !136

3. What challenges do you see in implementing inclusive education in Sorsogon

City?
- Ang mga challenges ay una una kulang sa mga trained sped teachers and receiving
teacher, pangalawa kulang din sa mga resources kagaya ng classrooms, mga learning
materials tulad ng mga brailles, hearing aids and manipulative objects na
makakatulong sa mga bata. Mga specialist din ay kulang. At ang pinaka challenge
talaga ay wala man lang support na nakukuha specially sa parents ng mga special
needs learner, imbes na sa kanila magsimula ang lahat ng acceptance, subalit kahit sila
na parents ay hindi matanggap ang kanilang anak. At yan ang mapapansin natin.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Meron, meron kaming mga learners na nasa regular class na, meron kaming grade 4, 5
and 6. Kaya nilang makasabay at tinatanggap sila ng buong buo sa loob ng klase.
!
5. How do you think, the community can support inclusive education in Sorsogon
City?
- Kailangan ng maraming forces para magkaroon ng information dissemination pero
ngayon ang Sorsogon City naman ay aware ngayon sa inclusive education kase meron
namang mga activities ang CSWD para sa mga bata at pinapasali pa nila sa mga
activities, meron ng MPPR Week, so meron na din mga inclusive dyan.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Sa amin naman meron kaming sponsors for trainings, that is the GABAY US Aid, yun
nag lang limited lang ang laming nakukuha dahil naka focus lamang sila sa mga blind
and hearing impaired. Sa training experiences or seminars masasabi naming kulang pa
at ganun din sa preparedness.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- Walang hinder. Support, meron. Financial Support, for every month may binibigay ang
ating city mayor para sa kanila, 1 thousand para sa PWD. At yong city ay may mga
pinili din saamin na sponsoran nila, bali sampu ang napili saamin.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Educate the people, educate the community, educate lahat. Wag lang magsasawa na
turuan ang buong community, kailangan lagi may information dissemination and
involvement/partcipation din ay kailangan. Kase pag wall yan, wall din naming
mangyayari.
 !137

9. How do you envision the role of technology in supporting inclusive education

practices?
- May technology pero kulang ang availability. Like ang mga bata namin, hindi naman
nila kayang mag provide specially the parents, kulang din naman. Kahit gustuhin man
namin, dahil makakatulong ito subalit hindi pa din, wala pa din naman. Sabihin natin
meron din namang binibigay pero limited lang, malaki ang tulong ng technology, pero
we dont have the capacity to purchase ng mga gadgets kailangan ina-allocate pa yan,
pakunti kunti kami magbili para lang makabuo ng desktop at iba pa.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education in Sorsogon City?
- Sguro makikita natin na meron na o successful pag meron ng bata ang andun na sa top,
nakapag transfer na sa regular class, meron ng naka graduate at nakapag trabaho na.
Specifically, merong mga organization ang tumatanggap sa mga PWD’s example nito
ang CSWD at SIHSFI, meron silang PWD’s na employee. So far, sa Sorsogon City
meron tayong mga professional na merong work na, kaso limited nga lang but at the
same time, makikita natin yung result and isa yan sa mga key indicators na success
yung inclusive education dito saatin.
!
11. Do you think Sorsogon City is full ready to implement inclusive education? Yes
or No? Why?
- No. Nakikita naman namin na hindi pa din talaga fully ready sa inclusive education.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Madaming programs, pero para saamin kinakailangan na mag organize ng isang group
na mag specialist sa lahat na kinds of disability, para lahat ng mga bata ay kayang ma-
assess at matutulungan sila.
!
!
Receiving Teachers 1 and 2
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
!
- Receiving Teacher 1 – In my opinion from scale 1-10, five. Although ginagawa na
iyong Inclusive Education hindi pa fully ready or equip ang mga regular teachers na
mag handle and hindi pa enough ang mga trainings on how to handle children w/
special needs.
- Receiving Teacher 2- Saakin seguro 4-10 kasi sobrang daming pupils sa regular and
ang katumbas ng isang SpEd student is 10 na regular students, also hindi fully equip
 !138

iyong mga teachers and ‘yung communication like ang sign-language kung paano nila
idi-deliver ang lesson.
!
2. What resources do you think are needed to make inclusive education successful
here?
- More of technologies and learning materials, braille kasi importante ‘yun especially sa
paggawa ng exams.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
!
- Receiving Teacher 1- First, sobrang madami ang studyante doon sa regular class
‘yung regular students palang nahihirapan na sila tapos maglalagay pa ng isang SpEd
student, sabi nga nila ang isang SpEd ay katumbas ng 10 na regular class so imagine
30-40 regular class plus 1 sa SpEd. Una-una communication doon sila nahihirapan,
paano nila ituturo ang subject matter kung hindi pa fully equip na mag-sign language.
- Receiving Teacher 2- ganon din sa blind pag nagbibigay ng activity hindi naman
pwede na iyong activity ng regular class is same nang sa blind kasi hindi naman nila
makikita. Differentiated instructions parin.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Iyong pagsabay ng mga bata dito from SpEd to regular class. Hinahalo sila sa regular
class para may bago din silang set-up. Merong partial mainstreaming, morning nasa
regular class sila and afternoon balik sila dito para I follow-up ang improvements and
kung successful iyong mainstreaming.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Merong stakeholders iyong city, mga NGO and LGU meron din silang support na
binibigay dito sa SPED. Minsan learning materials.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Although, meron din naman talagang mga trainings from DepEd para sa mga receiving
teachers. Sign language and meron din namang ginawa ang Gabay USAID na trainings
for SPED teachers snd receiving teachers, kahit may mga trainings pero bihira lang din
kaya hindi parin talaga fully trained.
 !139

7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- Walang policy ang naghihinder sa pag implement ng Inclusive Education. Full support
din naman ang Lgu sa Inclusive Education.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- First, readiness ng mga receiving teachers sa looking forward for international training
especially, when it comes to sign-language kasi nagbabago din ‘yung language nila
para maka-adapt din sa mga changes.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Since we are now in the 21st century na technology is very dominant. So, ganon din sa
mga bata mas madali silang matuto using technology even those students na short ang
attention span mas napapahaba ‘yun.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Kapag nakita mo sa kanila ‘yung improvements, the way they express themselves,
socialize, and ‘yung confidence nila nag-improved
!
11. Do you think Sorsogon City is full ready to implement inclusive education? Yes
or No? Why?
- Not yet fully ready. Kasi hindi parin fully equip ang teachers and ang communication
mahirap.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Monthly trainings for receiving teachers. Mag hire nang mga aid/assistant para sa mga
teachers na may mga basic knowledge na and skills especially when it comes to sign
language.
!
!!
!!
!!
 !140

SNHS SNED Teachers

!
SNED Teachers 1 and 2
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Yung Sorsogon City masasabi kong hindi pa talaga handa sa Inclusive education.
!
2. What resources do you think are needed to make inclusive education successful
here?
- "Services" "And Training development" "Support Services" "Manpower and Teacher
development for training.”
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Acceptance of teachers. May mga teacher na kapag nilagyan mo special learners
nahihirapan sila at nagrereklamo kasi walang silang maayos na training sa ganong mga
estudyante. Hindi naman kase lahat ng Teacher ang may proper training about sa
inclusive education.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- Yun nga. Yung mga studends na nasa mga inclusion, yung mga student na nasa mga
regular class kaya na nilang makisabayan kasi mga nasa regular classess na sila.
Kagaya ng isa naming student na nasa senior high ngayun. Blind sya pero isa sya sa
mga outstanding na student.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- Siguro information Dissemination. Kasi kadalasan may mga magfa-find out pa. May
mga PWD pa na hindi pa pumapasok sa school. Yung isip ng ibang parents dahil
ganyan yung anak nila dyan lang sila (sa baya) may kulang ang acceptance ng mga
magulang (Yung iba sa takot na baka mabully yung anak nila kaya sa bahay lang nila).
May takot at dahil doon sa takot kaya nalilimitahan yung opportunity ng bata.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- Konti pa lang kaya, Limited pa lang kasi yung mga nagte-training na mga teacher kasi
kapag nag-training ka obligado kang mag-handle at magturo ng mga bata na sa
inclusion. Every year meron kaming training especially yung mga regular class. Sana
lahat ng mga teachers kayang mag-open sa ganitong bagay. Every year yung program
namin, Sinyas program, kami yung nagsimula niyan kasi alam niyo kahit simple at
basic sign language marunong ka dapat.
!
 !141

7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- None wala pa namang policies na nakakaharang or nakaka apekto sa pag- implement
ng Inclusive education. Sa program naman yung 1k kada month na binibigay ng
government.
!
8. What steps should be taken to address any gaps or challenges in the
implementation of inclusive education?
- Training at information dissemination. Ito yung naisip namin na effective gawin kasi
kapag na-inform yung mga tao at maraming nakaalam magiging productive siya sa
part naming mga sned teachers at para sa mga batang merong special needs.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Malaki yung tulong ng technology. Yung role ng technology, especially sa mga
learning impaired kaya kadalasan gumagamit kami ng powerpoint para sa kanila, kahit
din sa mga BI alam niyo yung parang iki-click mo lang sa may tablet tapos magsasalita
na.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Masasabi ko na naging successful yung inclusion para sa mga SNED learners kung
makikita mo na may mga graduates na at bar passer na rin. Kaso yung community
natin hindi pa sila ngayon ganun ko open para sa mga special kapag naga-apply sila ng
trabaho.
- Oo, kasi nung nakaraan sinamahan ko yung isa naming student doon sa may mcdo
pero wala, hindi sila nakuha kahit in interview naman.
!
11. Do you think Sorsogon City is full ready to implement inclusive education? Yes
or No? Why?
- 5/10. Kasi meron naman silang mga program kagaya ng dswd at at sorsogon integrated
health services foundation and corporated talagang nagpapa seminar sila tsaka one
time may tinulungan silang isa naming student na nakakita na ngayon binigyan siya ng
sponsorship. Ngayon graduate na siya rito ng senior high at marunong na ring mag-
foot spa.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Program? Siguro yung program na makakapagtrabaho sila after ng pag-aaral nila. Isa
pa na program na sana pag nagpa-seminar sila about sa inclusion kahit sa
kadabarangay para kahit papaano namumulat yung community.
!
 !142

SNHS Receiving Teacher

!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- N/A
!
2. What resources do you think are needed to make inclusive education successful
here?
- First, teachers’ who are fully equip about Inclusive Education kasi mahirap talaga ‘yan
dahil hindi ‘yan ang inaral nila dapat may mastery. Kasi iba’t ibang studyante ang
maha-handle nila so dapat aware din sila kung paano maghandle. Teaching materials
na kailangan, kasi dapat ‘yung resources na gagamitin mo ay ma-catch agad ang
attention ng mga students na tuturuan mo kasi hindi sila parehas sa mga students dito
sa regular class na kaya mong magturo kahit wala kang dalang kahit ano. Facilities,
dito kasi saamin kung tutuosin hindi maganda na nandito sila kasi masyadong sensitive
ang ibang students, kaya dapat nasa lugar sila na malayo sa mga sasakyan.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- First, seminars and trainings para sa mga teachers kasi from time-to-time nagbabago
iyong curriculum sa inclusive so, dapat from time-to-time meron din nang trainings.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?
- In my class, may mga regular class ako kasama ang 4 na deaf, everytime na magle-
lesson ako laging merong visual aid para doon sa na deaf. Aside from that ‘yung
activities nila is differentiated kailangan mag modify din ako ng mga activities para
easier din sa kanila pati narin saakin.
!
5. How do you think the community can support inclusive education in Sorsogon
City?
- First, acceptance and understanding from the community na may mga bata from SPED
na pwede na palang isabay sa regular class.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- N/A
!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
- N/A
!
!
 !143

8. What steps should be taken to address any gaps or challenges in the

implementation of inclusive education?
- Step 1, communication between stakeholders, teachers and students. Para maayos din
yung pag implement ng Inclusive Education.Second, proper education sa teachers,
maliban sa trainings and seminars seguro dapat ma i-ready rin sila. Dapat magaan din
sa puso nila ‘yung pagtuturo para mas maging effective teachers sila.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Malaking bagay din ang technology lalo pa iyong mga bata na bago rin sa paningin
nila ang mga ganitong bagay, hindi sila lahat aware sa ganitong bagay, technology so,
kahit papaano kapag nakakita sila naka-experience sila ng mga ‘yan na-eenjoy nila
‘yung pag-aaral and maliban sa natuto sila na-eenjoy din nila ang oras nila dito sa
school.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Maliban sa strategies, seminars, and trainings dapat lumalabas din tayo, ang mga
students and teachers para kahit papaano mamulat na sila sa kung anong meron sa
ibang schools, program na nag-ooffer ng pagtanggap sa ganitong klaseng students.
!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes
or No? Why?
- Not fully ready. May room for improvements parin dapat.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality/inclusive education to
learners with special needs?
- Seminars and trainings both teachers and students. Kailangan kung may seminar ang
mga teachers meron din ang mga students. Magkaroon din ng mga activities outside
the school na makakatulong sa pag-develop ng mga students.
!
13. As a regular teacher, who participates in inclusive education, do you receive
enough supports such as financial, trainings, seminars and accommodation from
our government?
- Trainings and Seminars.
!
!
Division Office of DEPED Sorsogon City
!
1. In your opinion, how prepared is your institution to embrace inclusive education?
- Sorsogon City is willing to embrace inclusive education, and we are in the process of
fully implementing it. Our acceptance is there.
 !144

2. What resources do you think are needed to make inclusive education successful
here?
- A key resource needed is an Inclusive Learner Resource Center that can accommodate
all types of disabilities.
!
3. What challenges do you see in implementing inclusive education in Sorsogon
City?
- Some challenges we face are the lack of an ILRC, multi-disciplinary teams, medical
practitioners with expertise, appropriate physical facilities like ramps, lack of
transportation, and the need for assistive technology.
!
4. Can you share any examples of inclusive practices that have worked well in your
classroom ?
- Examples of inclusive practices working well include the SPED centers at Sorsogon
East Central School (SECS) and Sorsogon National High School (SNHS). According
to the SPED Supervisor, 41 schools have enrolled students needing special
education. Even regular classes are accepting learners with disabilities. We have
receiving teachers, or regular teachers welcoming these students. Locally funded
teacher aides, though not totally trained teachers, can also help address children's
needs. Instructional leaders, master teachers, and supervisors provide support.
!
5. How do you think, the community can support inclusive education in Sorsogon
City?
- The community supports these efforts through the LGU providing medical assessments
for learners using SEF funds. Partnerships with USAID Gabay and ABS-CBN provide
materials for skills like cooking, nail care, and foot spa. There is an ILRC for the blind
and an express laboratory at SNED.
!
6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
- All schools have sent representatives for division trainings and other seminars
sponsored at higher levels or by partners. However, not all teachers have been trained
yet. We do have the CAST caring training program.
!
7. Are there any specific policies or regulations in Sorsogon City that either support
or hinder the implementation of inclusive education?
- The policies all support SPED programs. These include school-based initiatives and
activities like the SPED Expo where students can join different stalls and activities
conducted in the city. Teachers also have equal opportunities for learning and
development.
!
 !145

8. What steps should be taken to address any gaps or challenges in the

implementation of inclusive education?
- To address gaps, we should establish the ILRC and continue partnerships so best
practices can be sustained.
!
9. How do you envision the role of technology in supporting inclusive education
practices?
- Our SPED learners should have equal opportunity and access to technology. They need
gadgets with audio capabilities for the blind, laptops, etc. Technology can help
overcome distance and disability barriers.
!
10. In your opinion, what are the key indicators or benchmarks to measure the
success of inclusive education efforts in Sorsogon City?
- Key indicators to measure success are increasing enrollment, self-contained classes,
student participation, learner promotions and graduates, and students with disabilities
earning academic honors.
!
11. Do you think Sorsogon City is full ready to implement inclusive education? Yes
or No? why?
- On a scale of 1-10, I would rate our readiness as 7 because the ILRC is still lacking.
!
12. What interventions and programs can you suggest to the school administrator
and policymakers that will help you to provide a quality inclusive education to
learners with special needs?
- For school administrators - monitor SPED learners' progress and promotion, continue
supporting teachers and students, establish and strengthen partnerships with parents
and stakeholders. For policymakers - include wider opportunities for SPED learners,
especially for tertiary education and employment and inclusive practices like joining
bazaars to exhibit and showcase SPED products, and art workshops like painting and
baking should be promoted.
!
!
!
!
 !146

Tables

1. In your opinion, how prepared is your institution to embrace inclusive education?

! ! ! Sorsogon !
Answers Sorsogon East Bacon East National High Total
Central School Central School School

a. Fully 5 0 0 5
Prepared
b. Not Fully N/A N/A N/A N/A
Prepared

Table 1 - Schools’ Preparedness for Inclusive Education

!
2. What resources do you think are needed to make Inclusive Education successful here?

! Sorsogo Bacon Sorsogon SNED- !

Answers n East National Division Total
East Central High Coordinato
Central School School r
School
a. Adequate funds 2 0 0 0 2
b. Assistive technologies and 2 1 0 0 3
devices
c. Awareness of policymakers 1 0 0 0 1
d. Accessible instructional 7 2 1 0 10
and learning materials/
equipment
e. Conducive classrooms and 7 0 1 0 8
facilities
f. Assessment tools 1 0 0 0 1
g. Additional SNED centers 1 0 0 0 1
h. Community Involvement 1 0 0 0 1
 !147

i. Qualified and trained 3 0 1 0 4

teachers in Special Education
j. Trainings and seminars 4 0 1 0 5
k. Orientations and 1 0 0 0 1
workshops
l. Specialists/Medical 1 1 0 0 2
practitioners
m. Aids for regular teachers 2 1 0 0 3
n. Inclusive Learning 0 0 0 1 1
Resource Center

Table 2 - Resources Needed to Make Inclusive Education Successful

!
3. What challenges you see in implementing Inclusive Education in Sorsogon City?

! Sorsogon Bacon Sorsogon SNED !

Answers East East National Division Total
Central Central High Coordinator
School School School
a. Lack of building/ 2 1 0 0 3
centers to cater learners
with disability
b. Lack of knowledge in 1 0 0 0 1
inclusivity
c. Lack of fund to 2 0 0 0 2
support the program
d. Lack of trainings for 7 1 2 0 8
all teachers
e. Lack of awareness of 1 0 0 1
private and public sector
about the promotion of
Inclusive Education
f. Negative attitude 3 0 1 0 4
towards Inclusive
Education
 !148

g. Inadequate materials 3 1 0 0 4
h. Acceptance of the 4 0 0 0 4
community
i. Parents who are in 2 1 0 0 3
denial stage and refuses
to bring their children to
medical practitioners to
have proper
assessments.
j. Specialists and 0 1 0 1 2
Medical Practitioners
k. The number of 0 1 0 0 1
students per class
l. Lack of transportation 0 0 0 1 1
m. Lack of assistive 1 0 0 1 2
technology
n. Lack of Inclusive 0 0 0 1 1
Learning Resource
Center

Table 3 - Challenges in Implementing Inclusive Education in Sorsogon City

!
4. Can you share any examples of inclusive practices that have worked well in your
classroom?

! Sorsogon Bacon Sorsogon !

! East East National !
Answers Central Central High Total
School School School
a. Mainstreaming 10 4 2 16
b. Joining different activities 0 1 0 1
c. Individualized Education Plan 0 3 1 4
(IEP’s)

Table 4 - Inclusive Practices that worked well in Classroom

 !149

5. How do you think the community can support inclusive education in Sorsogon City?

! Sorsogon Bacon Sorsogon !

! East East National !
Answers Central Central High Total
School School School
a. Advocacy campaign 6 2 0 8
b. Seminars 7 0 2 9
c. Acceptance 1 0 1 2
d. Collaboration 0 2 0 2

Table 5 - Community Supports for Inclusive Education

6. How do you perceive the level of training and preparedness among educators in
Sorsogon City regarding inclusive education?
!
! Sorsogon Bacon Sorsogon !
Answers East East National !
(Preparedness) Central Central High Total
School School School
a. Enough 4 0 0 4
b. Not enough 10 4 3 17
!
Table 6 - Level of Training and Preparedness of Educators
!
7. Are there any specific policies or regulations that either support or hinder the
implementation of inclusive education?
!
! Sorsogon Bacon Sorsogon !
! East East National !
Answers Central Central High Total
School School School
a. Support 14 4 3 21
b. Hinder 0 0 0 0
!
Table 7 - Policies and Regulations that Support or Hinder Inclusive Education
 !150

8. What steps should be taken to address any gaps or challenges in the implementation of
inclusive education?
!
! Sorsogon Bacon Sorsogon !
Answers East East National !
Central Central High Total
School School School
a. Educate people 2 2 0 4
b. Professional 8 2 3 13
development
c. Stakeholders 2 0 0 2
d. Resource allocation 2 0 0 2
! Table 8 - Steps to Address Gaps and Challenges of Inclusive Education
!!
!
9. How do you envision the role of technology in supporting inclusive education
practices?
!
! Sorsogon Bacon Sorsogon Total
Answers East East National
Central Central High
School School School
a. Positive outcome 13 0 3 16
b. Negative outcome 1 4 0 5
! Table 9 - Role of Technology
!!
!!
!!
!!
!!
!!
!
 !151

10. In your opinion, what are the key indicators or benchmarks to measure the success of
inclusive education efforts in Sorsogon City?
!
! Sorsogon Bacon Sorsogon !
! East East National !
Answers Central Central High Total
School School School
a. Graduate SNED learners 2 1 3 6
b. PWD’s employee 2 1 0 3
c. Self-improvement 6 2 0 8
d. Enrolled in class 4 0 0 4
! Table 10 - Key Indicators to Measure the Success of Inclusive Education
!
!!
11. Do you think Sorsogon City is fully ready to implement inclusive education? Yes or
No? Why?
!
Answers Sorsogon Bacon Sorsogon !
(Fully ready to East East National !
implement?) Central Central High Total
School School School
a. Yes 9 0 0 9
b. No 5 4 3 12
! Table 11 - Implementation of Inclusive Education
!!
!!
!!
!!
!!
!!
!
 !152

12. What interventions and programs can you suggest to the school administrator and
policymakers that will help you to provide a quality/inclusive education to learners with
special needs?
!
! Sorsogon Bacon Sorsogon !
Answers East East National Total
Central Central High
School School School
a. Group specialist 2 1 0 3
b. Training and seminars 7 3 3 13
c. Equipment 3 0 0 3
d. Collaboration (LGU, NGO, 2 0 0 2
etc.)
!
Table 12 - Interventions and Programs

!
13. As a regular teacher that participates in inclusive education, do you receive enough
support, such as financial, trainings, seminars, and accommodation from our
government?
!
! Sorsogon Bacon Sorsogon !
Answer East East National Total
Central Central High
School School School
a. Enough 5 2 0 7
b. Not enough 2 0 1 3
!
Table 13 - Support for Regular Teachers
!
!
!
!
!!
!!
!
 !153

APPENDICES D
Documentation
!
Sorsogon East Central School
 !154

!
Sorsogon National High School
!

!
!
 !155

Bacon East Central School

Sorsogon’s DepEd Division Office

 !156

Pre-Oral Defense and Final Defense

 !157

Curriculum Vitae

Full Name: Jessica Bajamundi Repuya

Address: Obrero, Bulan Sorsogon

Mobile Number: 0948-663-1902

Email: jessicarepuya@thelewiscollege.edu.ph

!
Personal Information

Age: 21 years old

Birthday: July 25, 2002

Place of Birth: Balogo, Sorsogon City

Status: Single

Religion: Roman Catholic

Nationality: Filipino

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Educational Attainment

Tertiary:

The Lewis College (2021-2024)

479 Magsaysay St. Cogon, Sorsogon City

Secondary:

Junior High School

Sorsogon National High School (2014-2018)

479 Magsaysay St. Cogon, Sorsogon City

Senior High School

Sorsogon Nationa High School (2018-2020)

479 Magsaysay St. Cogon, Sorsogon City

Elementary:

Sorsogon East Central School (2007-2014)

Burabod East District, Sorsogon City

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 !158

Full Name: Angelleca Legaspi Derit

Address: San Juan (Roro), Sorsogon City

Mobile Number: 09205883828

Email: angellecaderit@thelewiscollege.edu.ph

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Personal Information

Age: 22 years old

Birthday: July 20, 2001

Place of Birth: San Juan (Roro), Sorsogon City

Status: Single

Religion: Roman Catholic

Nationality: Filipino

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Educational Attainment

Tertiary:

The Lewis College (2021-2024)

479 Magsaysay St. Cogon, Sorsogon City

Secondary:

Junior High School

Sorsogon National High School (2014-2018)

479 Magsaysay St. Cogon, Sorsogon City

Senior High School

Bagumbayan National High School (2018-2020)

MLQ St. Bagumbayan, Taguig City

Elementary:

Ambrosio J. Labrador Elementary School (2007-2014)

San Juan (Roro), Sorsogon City

 !159

Full Name: Shaina Mae Olaya Fullero

Address: Brgy. San Roque, Sta. Magdalena, Sorsogon

Mobile Number: 09187270237

Email: shainamaefullero@thelewiscollege.edu.ph

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Personal Information

Age: 22 years old

Birthday: July 5 2002

Place of Birth: Sta. Magdalena, Sorsosgon

Status: Single

Religion: Roman Catholic

Nationality: Filipino

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Educational Attainment

Tertiary:

The Lewis College (2022-2024)

479 Magsaysay St. Cogon, Sorsogon City

Secondary:

Junior High School

Sta. Magdalena National High School (2014-2018)

3 Poblacion, Sta. Magdalena, Sorsogon

Senior High School

St. Louise de Marillac College of Sorsogon (2018-2020)

Burgos Street, Brgy. Talisay

Elementary:

Lajong Elem. School (2007-2014)

Lajong Matnog Sorsogon

 !160

Full Name: Joana Mae Raagas Espiritu

Address: Central Casiguran, Sorsogon

Mobile Number: 09475723003

Email: joanamaeespiritu@thelewiscollege.edu.ph

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Personal Information

Age: 22 years old

Birthday: May 18,2002

Place of Birth: Magalang Arayat, Pampanga

Status: Single

Religion: Roman Catholic

Nationality: Filipino

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Educational Attainment

Tertiary:

The Lewis College (2022-2024)

479 Magsaysay St. Cogon, Sorsogon City

Secondary:

Junior High School

Casiguran Technical Vocational School (2015-2019)

Adovis Casiguran, Sorsogon

Senior High School

Casiguran Technical Vocational School (2019-2021)

Adovis Casiguran, Sorsogon

Elementary:

Casiguran Central School (2008-2015)

Tulay Casiguran, Sorsogon