Inclusive Education: Navigating the Implementation and Challenges Among Public Elementary Teachers in Las Piñas City, Philippines
DOI:
https://doi.org/10.69569/jip.2024.0434Keywords:
Discriminatory policies, Inclusive education, Physical infrastructure, Professional development, Teacher preparednessAbstract
This study examined the level of implementation and challenges of inclusive education among public elementary school teachers in the DepEd Division of Las Piñas City. A quantitative research design was used, with data collected from 251 teachers through structured questionnaires and selected via simple random sampling. The findings indicate a high level of inclusive education implementation, particularly in physical infrastructure, teacher attitudes, awareness, and policies. However, significant challenges remain, such as inadequate infrastructure, teacher biases, lack of awareness, and inconsistent policies. Age significantly influenced the level of implementation, while teaching experience affected the challenges encountered. A weak positive correlation was observed between implementation levels and challenges. To address these issues, the "Inclusive Education Excellence Initiative (IEEI)" was proposed, focusing on professional development, infrastructure improvement, and fostering inclusivity. Recommendations include targeted training for younger teachers, expanding current initiatives, and developing comprehensive support systems.
Downloads
References
Adu, E. (2021). The challenges of inclusive education and its implementation in schools: The South African perspective. Perspectives in Education, 39(2), 225-238. https://doi.org/10.18820/2519593x/pie.v39.i2.16
Andrews, D., Walton, E., & Osman, R. (2019). Constraints to the implementation of inclusive teaching: A cultural historical activity theory approach. International Journal of Inclusive Education, 25(13), 1508-1523. https://doi.org/10.1080/13603116.2019.1620880
Annah, N. T., Ooko, M., & Aluko, R. (2023). Exploring challenges experienced by teachers in implementing inclusive education in classrooms: A South African perspective. International Journal of Social Sciences & Educational Studies, 10(2), 1-15. https://doi.org/10.23918/ijsses.v10i2p1
Anshory, A. M., & Amelia, D. J. (2020). Problematics of inclusive schools at the elementary school level. Advances in Social Science, Education and Humanities Research, 507, 325-328. https://doi.org/10.2991/assehr.k.201017.072
Arnaiz Sánchez, P., De Haro-Rodríguez, R., & Maldonado Martínez, R. M. (2019). Barriers to student learning and participation in an inclusive school as perceived by future education professionals. Journal of New Approaches in Educational Research, 8(1), 10-24. https://doi.org/10.7821/NAER.2019.1.321
Asfaruddin, K., Yahya, M., Bustamam, N., & Bakar, A. (2021). Teacher obstacles in implementing inclusive education at schools in Banda Aceh. Proceedings of the 2nd International Conference on Science, Technology, and Modern Society, 576, 476-478. https://doi.org/10.2991/assehr.k.210909.101
Bradshaw, L., & Rose, J. (2021). Support and supervision for teachers implementing inclusive education: Challenges and recommendations. European Journal of Special Needs Education, 36(2), 187-204. https://doi.org/10.1080/08856257.2021.1872846
Calderón-Almendros, I., Ainscow, M., Bersanelli, S., & Molina-Toledo, P. (2020). Educational inclusion and equity in Latin America: An analysis of the challenges. PROSPECTS, 49(2), 169-
186. https://doi.org/10.1007/s11125-020-09501-1
Aligada-Halal, C.N., Yuzon, M.R., Padilla, C.R., Carmelita, C., Ligon, M., & Pawilen, G. (2020). Foundations of Inclusive and Special Education (1st Edition). Manila, Philippines, Rex Books Store.
Dela Peña, K. (2023, March 22). Zero budget for special education in 2023 makes SPED law ‘meaningless’. Inquirer.net. Retrieved from https://newsinfo.inquirer.net/1674980/zero- budget-for-special-education-in-2023-makes-sped-law-meaningless
Ediyanto, E., Ramadhani, R. S., Fitrasari, B. D., Kenila, E., Sunandar, A., Hastuti, W., & Suhendri, S. (2023). The problems in the implementation of inclusive education in primary schools.
Journal of ICSAR, 7(1), 1-9. https://doi.org/10.17977/um005v7i12023p1
Ferraioli, S. J., & Harris, S. L. (2019). Comparative effects of interventions for inclusive education of children with autism. Journal of Autism and Developmental Disorders, 49(7), 3013-3026. https://doi.org/10.1007/s10803-019-04008-9
Jannah, I., & Hermanto, H. (2022). Implementation of inclusive education at elementary schools during the Covid-19 pandemic. Jurnal Prima Edukasia, 10(2), 171-179. https://doi.org/10.21831/jpe.v10i2.48884
Johnson, S. H. (2023). The role of teacher self-efficacy in the implementation of inclusive practices. Journal of School Leadership, 33(4), 516-534. https://doi.org/10.1177/10526846231174147
Koliqi, D., & Zabeli, N. (2021). Identification of factors affecting elementary teachers’ attitudes towards inclusion in Kosovo: The role of demographic variables. Education and New Developments, 0(0), 00-00. https://doi.org/10.36315/2021end062
Lakkala, S., Juškevičienė, A., Česnavičienė, J., Poteliūnienė, S., Ustilaitė, S., & Uusiautti, S. (2019). Implementing inclusive education in Lithuania: What are the main challenges according to
teachers’ experiences? Acta Paedagogica Vilnensia, 43, 37–56. https://doi.org/10.15388/actpaed.43.3
Makuya, D., & Sedibe, M. (2021). Exploring the challenges that are faced by teachers in the implementation of inclusive education at Grade 9 level in Gauteng North District schools in South Africa. Interchange, 52(4), 561-576. https://doi.org/10.1007/s10780-021-09429-1
Mertens, D. M., Sullivan, M., & Stace, H. (2020). Inclusive education: Approaches, scope, and implications. International Journal of Inclusive Education, 24(5), 447-465. https://doi.org/10.1080/13603116.2018.1545871
Negara, C. K., Agustini, D., & Adnyani, L. D. S. (2021). The perception of foreign language students toward the implementation of inclusive education. Journal of Research on English and Language Learning, 2(2), 76–82. https://doi.org/10.33474/j-reall.v2i2.10235
Putri, M. S., & Ain, S. Q. (2022). Teacher readiness in handling inclusive students in elementary school. Jurnal Ilmiah Sekolah Dasar, 6(2), 197–203. https://doi.org/10.23887/jisd.v6i2.46845 Safrizal, S., Yulia, R., & Jumiarti, D. (2022). School readiness analysis to implement an inclusive education policy: A case study at elementary school. Jurnal Penelitian dan Evaluasi
Pendidikan, 26(1), 1-11. https://doi.org/10.21831/pep.v26i1.45294
Sanahuja, A., Moliner, O., & Moliner, L. (2020). Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain. Educational Research, 62(1), 111-127. https://doi.org/10.1080/00131881.2020.1716631
Sydoriv, S. (2022). Pre-service training of elementary school teachers for the organization of inclusive learning environment. Journal of Vasyl Stefanyk Precarpathian National University, 9(1), 169–179. https://doi.org/10.15330/jpnu.9.1.169-179
Valdivieso, P. (2020). School leaders and inclusive education in Peru: A case study of principal leadership in an effective inclusive school. International Journal of Innovative Business Strategies, 6(2), 453-461. https://doi.org/10.20533/IJIBS.2046.3626.2020.0058
Waddington, E. M., & Reed, P. (2019). The impact of using digital technology on the inclusion of students with autism in mainstream schools. Journal of Autism and Developmental Disorders, 49(10), 3656-3670. https://doi.org/10.1007/s10803-019-04099-8
Zakiah, W. G., Karsidi, R., & Yusuf, M. (2021). The implementation of inclusive educational policies in elementary school. Journal of Education and Learning (EduLearn), 54(1), 130. https://doi.org/10.23887/JPP.V54I1.32210
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
