IMPLEMENTATION OF INCLUSIVE EDUCATION

IN PUBLIC ELEMENTARY SCHOOLS

____________________

A Theses
Presented to the
Faculty of the Graduate School
Urdaneta City University
Urdaneta City

____________________

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

by

CAMILA R. TABUCOL
AUGUST 2019
 URDANETA CITY UNIVERSITY
Graduate School
Urdaneta City

APPROVAL SHEET

In partial fulfillment of the requirements for the degree Master of Arts in

Education, Major in Educational Management this theses entitled,
IMPLEMENTAION OF INCLUSIVE EDUCATION IN PUBLIC ELEMENTARY
SCHOOLS, prepared and submitted by CAMILA R. TABUCOL, is hereby
recommended for final oral examination.

HELEN F. DUPALE, Ed. D., FRIEdr, FRIM NARCISO D. RABARA, Ph. D.

Critic Reader Adviser

APPROVED by the Committee on Oral Examination

CORAZON S. CATUBAY, Ed. D.

Chairman

CONRADO M. BAUTISTA Ed. D. MARIO E. CAMPILLA,

Ed. D.
Member Member

ACCEPTED in partial fulfillment of the requirement for the degree Master

of Arts in Education, Major in Educational Management.

HELEN F. DUPALE, Ed. D., FRIEdr, FRIM

Dean, Graduate School

ii
 ACKNOWLEDGEMENT

The researcher wishes to convey her most sincere and profound gratitude

to her family members, friends, relatives and love ones who have contributed

their intellectual inputs, suggestions and resources for the completion of this

work.

Dr. Elizabeth A. Montero, University President her concern and

encouragement to finish this study and in sharing her intelligent counsel;

Dr. Narciso D. Rabara, her adviser, for the encouragement and

generosity in sharing his expertise, intelligent counsel and untiring guidance

throughout the whole research process;

Dr. Helen F. Dupale, her Critic Reader for his patience in reading the

whole manuscript and making suggestions on specific aspects of the study for

improvement.

Dr. Corazon S. Catubay, the Chairman of the Oral Examination

Committee for her concern and encouragement to finish this study and in sharing

her intelligent counsel;

Dr. Mario E. Campilla and Dr. Conrado M. Bautista, members of the

Oral Examination Committee, for their professional and constructive criticism and

suggestions for the improvement of this study.

The Department of Education, Pangasinan Division II for graciously

granting permission in conducting this research study.

iii
 The researcher’s good friends and relatives for their assistance in the

preparation of the materials needed for finishing this study.

The researcher’s parents, brothers and sisters, for their untiring assistance

for the realization of this study.

Finally, to the Lord God Almighty, who provided abundant strength,

wisdom and understanding to do this work, without Him this study would have

remained only an idea.

C. R. T..

iv
 DEDICATION

To my parents, brothers, and sister, and relatives

That they may always remember the moments

We shared as life partners

And their inspirations

To finish this study, as part of what our love

For each other really meant.

I dedicate this work.

CAMILA

v
 TABLE OF CONTENTS

PAGE

TITLE PAGE………………………………………………….………….i

APPROVAL SHEET……………………………………………………………….…………..…..ii

ACKNOWLEDGEMENT……………………………..………..………iii

DEDICATION…………………………………………………...……...v

TABLE OF CONTENTS………………………………………...……vi

LIST OF TABLES………………………………………………..….. viii

LIST OF FIGURES……………………………………………….……ix

LIST OF APPENDICES…………………………………………….....x

ABSTRACT………………………………………………..……..…….xi

Chapter

1. THE PROBLEM

Background of the Study……………………..……….……….1

Statement of the Problem……………………………...………6

Research Hypotheses……………………..……………….…..7

Scope and Delimitation of the Study…………………..……. 7

Significance of the Study…………………………………… 8

Definition of Terms………………………………………...……9

2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………...……12

Related Studies…………………………………………….. 45

vi
 Foreign………………………………………………………..… 46

Local…………………………………………………..………… 63

Synthesis of the Related Literature and Studies…………... 65

Theoretical Framework………………………………............. 69

Conceptual Framework……………………………..………... 70

Paradigm of the Study………………………………….....….. 73

3. RESEACH METHODOLOGY

Research Design……………………………………….……... 74

Data Gathering Procedure…………………………………… 75

Respondents to the Study …………………………………… 76

Statistical Treatment of Data………………………………… 76

4. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA……………………………………… 79

5. SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Salient Findings……..…………………….. …103

Conclusions………..………………………………… …… 104

Recommendations………..……………………………..... 106

BIBLIOGRAPHY……………………...………………………… 107

CURRICULUM VITAE……………………………………………... 122

vii
 LIST OF TABLES

Table Page

1 Distribution of Respondents …………………………..……………. 76

2 Profile of the Respondents ………………….……………………… 80

3 Level of Implementation of Inclusive Education In

Public Elementary Schools Along Inclusive
Classroom Management…………………………………………….. 85

4 Level of Implementation of Inclusive Education In

Public Elementary Schools Along Inclusive Curriculum
Content and Pedagogy…………………………………………….. 87

5 Level of Implementation of Inclusive Education In

Public Elementary Schools Along Inclusive Instructional
Strategies and Approaches……………………………………….. 90

6 Level of Implementation of Inclusive Education In

Public Elementary Schools Along Behavior Management…….. 92

7 Level of Implementation of Inclusive Education In

Public Elementary Schools Along Inclusive Assessment of
Learning Outcomes………………………………………………… 95

8 Summary of The Level of Implementation of Inclusive

Education In Public Elementary Schools………………………… 97

9 ANOVA Showing the Significant Differences in the

Implementation of Inclusive Education In Public
Elementary Schools Across their Profile Variables…………….. 99

10 Relationships Between the Level of Implementation of

Inclusive Education In Public Elementary
Schools and their Profile Variables……………………………… 101

viii
 LIST OF FIGURES

Figure Page

1.Paradigm………………………………………………………………… 73

ix
 APPENDICES

Page

A. LETTER OF PERMISSION TO THE SCHOOLS DIVISION

SUPERINTENDENT……………………………………………… 111

B. LETTER REQUEST TO THE DISTRICT

SUPERVISOR……………………………………………………… 112

C. LETTER REQUEST TO THE PRINCIPAL……………………. 114

x
 ABSTRACT

Name of Researcher : CAMILA R. TABUCOL

Degree/Program Master of Arts in Education
Major in Educational Management

Institution : Urdaneta City University

Date Finished : July, 2019
Adviser : NARCISO D. RABARA, Ph. D.
Thesis Title: IMPLEMENTATION OF INCLUSIVE
EDUCATION IN PUBLIC ELEMENTARY
SCHOOLS

Key Words : INCLUSIVE EDUCATION,

IMPLEMENTATION, PUBLIC SCHOOLS

This study is concerned with the level of implementation of inclusive

education in public elementary schools in Pozorrubio I and II, Pangasinan

Division II for the SY 2018 – 2019.

Specifically, this study attempted to find out the level of implementation of

inclusive education in public elementary schools.

. (1) It looked into the profile of the respondents in terms of age, sex, civil status,

highest educational attainment, number of years teaching, and relevant trainings

attended (2) the teacher’s level of implementation of inclusive education in public

elementary schools along the following aspects. Inclusive classroom

management, inclusive curriculum content and pedagogy, inclusive instructional

strategies and approaches, behavior management and inclusive assessment

learning outcomes. (3) significant difference in the teachers’ level implementation

xi
of inclusive education in public elementary schools across the profile variable. (4)

significant relationships between the teachers level implementation of inclusive

education in public elementary schools and the selected profile variable namely;

age, sex highest educational attainment and number of years teaching.

This study tested the following hypothesis in their null form. (1) There is no

significant difference in teachers’ level implementation of inclusive education in

public elementary schools across the profile variable. ( 2.) There is no significant

relationship between the teachers level implementation of inclusive education in

public elementary schools and the selected profile variables.

To address the foregoing problems raised in this study, statistical

measures were used for data analysis and interpretations. These are the

frequency counts (f) and percentage (%), the average weighted means (AWM),

the Analysis of Variance (ANOVA) and Pearson Product Moment of Coefficient

Correlation (r) were used.

Based on the analysis and interpretations of data, the following

salient findings were brought forth: (1) Majority of the respondent belong to the

age bracket 21 – 30 years old, which is 36 or 48 percent of them, most of them

are females, 55 or 73 percent and 20 or 27 percent are males, 34 or 45 percent

had obtained MA Units, there are 23 or 31 percent are MA Degree Holder and 3

or 4 percent had a Ph. D. / Ed. D. units. As to the number of years teaching,

there are 33 or 44 percent with 2 - 7 years teaching experience and 8 or 11

percent with 1 year and below teaching experience. Further, there are 27 or 36

percent respondents have attended an international training on inclusive

xii
education, 11 or 15 percent have attended national level, 39 or524 percent

regional level and 70 or 93 percent attended division level trainings. (2) The

teacher respondents level of implementation of inclusive education in public

elementary schools obtained a grand overall weighted mean of 3.57 equivalent to

“Implemented”. Inclusive curriculum content and pedagogy has the highest

overall weighted mean of 3.69 described as “Implemented” and Behavior

Management has the lowest overall weighted mean of 3.47 still described as

“Implemented”. (3) The sex profile variable is significantly differing as shown in

the table. (4) The Pearson r Coefficient of Correlation statistically shows

significant relationship between highest educational attainment and number of

years teaching when correlated with other variables.

Based on the findings of the study, the following conclusions were drawn:

(1) The public elementary school teacher respondents are mostly at their early

age in the teaching profession but they are educationally qualified, because most

of them have their MA units, dominated by females since teaching is most likely

for women, majority of them have attended seminars in the division level and

have served in the teaching profession for two to seven years, this can be

concluded that this might be the reason why the GOWM transmuted rating is only

“Implemented. (2) The level of implementation of inclusive education in public

elementary schools were found to be fairly implemented may be due to lack of

trainings and knowledge of teachers on how to implement the inclusive

education program. (3) There are still possible means of improving the teachers

level of implementation of inclusive education in public elementary schools from

xiii
“Implemented” to the highest level which is “Highly Implemented” by attending

more relevant seminars and trainings in higher level regarding the

implementation of inclusive education specifically inclusive classroom

management, inclusive curriculum content and pedagogy, inclusive instructional

strategies and approaches, behavior management and inclusive assessment of

learning outcomes. (4) There have been significant differences found in the

profile variables, the sex, may be because male teacher have their own style in

teaching and female teacher have also their own way of teaching diverse

students. (5) Only highest educational attainment and number of years teaching

were found to have significant relationship when correlated with other profile

variables.

On the basis of the findings and conclusions drawn, the following are

hereby recommended: (1) Teacher respondents are encourage to attend

seminars / workshops / trainings in higher level in the implementation of inclusive

education or concern DepEd officials must grant scholarship program in the

Graduate School to the teachers to enhance the knowledge and skills of the

respondents in the implementation of inclusive education. (2) Teacher

respondents must highly implement the inclusive education program to provide

better opportunities for learning of children with varying abilities, help children

learn and achieve to their fullest potential and provide a quality education in an

inclusive environment. (3) Department of Education officials and administrators

must provide the necessary instructional materials, facilities, and equipments for

better implementation in the implementation of inclusive education. (4) School

xiv
Heads should monitor, supervise and evaluate the teachers if they are competent

enough in the implementation of inclusive education to get the necessary

feedback needing enhancement. (5) Similar research should be conducted to

further enhance or enrich the present study to make a difference.

xv