Implementation of Inclusive Education at San

Vicente National High School, Division of Agusan

del Sur: The Impact of Availability of Teaching
and Learning Resources
Jeffry M. Saro1, Joji D. Daguio2, Romar P. Pait3, Mary Grace A. Valencia4
1
Teacher, San Vicente National High School, Prosperidad District V, Division of Agusan del Sur,
Department of Education, Caraga Region, Philippines
2
Teacher I, Agusan del Sur National High School, Division of Agusan del Sur, Department of Education,
Caraga Region, Philippines
3
Teacher, Department of Education, Fili, Bayugan City Agusan del Sur, Caraga Region, Philippines
4
Teacher III, San Vicente National High School, Prosperidad District V, Division of Agusan del Sur,
Department of Education, Caraga Region, Philippines4: marygrace.valencia002@deped.gov.ph

Abstract

Everybody has an inherent right to participate fully in society, according to the inclusion education
principle. Inclusion requires the acceptance of differences. It enables the inclusion of the person
who would otherwise be denied the educational opportunities crucial for every student's
development and growth. This study aimed to scrutinize and assess the impact of inclusive
education on the availability of teaching and learning resources at San Vicente National High
School in the Division of Agusan del Sur. In order to determine the accessibility of teaching and
learning resources and teachers' attitudes toward taking into account students' assistance needs in
the classroom setting, this study would analyze the critical factors in determining whether inclusive
education is greatly implemented successfully or unsuccessfully. To collect data for this study, a
descriptive survey research design was used. The permanent teachers, school head teacher, and
volunteer teachers at San Vicente National School were the study's target group and its
responses. the introduction of inclusive education at San Vicente National High School will
improve curriculum delivery, cater to the requirements of students who require special help, and
increase student enrollment and retention at the aforementioned institution. The majority of the 33
teachers who responded to this question and gave their opinions strongly agreed with the assertion.
Since the implementation of inclusive education depends on the availability of learning materials,
this has a detrimental effect.

Keywords: Inclusive education, Learning resources, Availability, Teaching, Implementation

Introduction
The philosophy of inclusion in education is based on the idea that everyone has an innate right to
take part fully in society. Accepting differences is a prerequisite for inclusion. It allows for the
inclusion of the individual who would otherwise be denied the educational opportunities essential
for every student's growth and development. Due to the lack of information available regarding
the practice of inclusion in Philippine education makes it difficult to articulate the reasonable
extent of involvement members and stakeholders of the school community. The fact that education
is available to all children in the country shows that a solid conceptual foundation for inclusive
education has yet to be built. It is challenging to define the appropriate level of involvement that
members of the school community should have in the education of students with special needs and
educational support due to the lack of a solid foundation for inclusive education practices. There
are still concerns that need to be handled before the major stakeholders in a particular school are
satisfied, such as what shape inclusive education should take and what regulations must be
effectively met (Mutisya, 2010).
Accordingly, the peripatetic services, support personnel (sign language interpreters and Braille
transcribers), community involvement, regular and special teachers, among others, are listed as
teaching and learning resources (Oyugi et al., 2010). The implementation of inclusive education
is hampered by a lack of appropriately qualified special education teachers and professionals
(Kochung, 2011). Furthermore, implementing inclusive education in the Philippines and other part
of the world were greatly hampered by a variety of factors, including instructional strategies,
examination procedures, and restrictive curricula. Thus, it is frequently necessary to have enough
teaching personnel and educational staff, instructional, and learning resources to support the
implementation of inclusive education. There are significant obstacles to successfully adopting
inclusion because teachers commonly feel that there are not enough human resources or teaching
and learning facilities (Crawford, 2004; Mutisya, 2010).
In the study of Kritzer (2012), he stated that high-quality inclusive education was described as the
practice of achieving the students and teacher’s needs in the school setting. It can learn the most
in a general education atmosphere. Nonetheless, by looking at how inclusive education was used
in the United States, the innovative idea of high-quality inclusive education (IE) may be
demonstrated. American inclusive schools generally handle the needs of students with learning
disabilities in a consistent manner (Kritzer, 2012; United States, Department of Education, 2000).
Hence, the method is also known as the "Special Education Process for Teaching and Learning
Support." The first step is the teacher's attempt to assist the student in addressing their learning
challenges and difficulties. If the teacher's suggestions do not work, the issue is taken up with a
team, who will also make an effort to solve the student's learning challenges. Moreover, the
"Student Study Team," "Child Study Team," or "Student Success Team" is plainly made up of the
following individuals: the school principal or a delegate, the teacher of the student with the learning
difficulty, the parent of the same student, a special education specialist, a school psychologist, a
nurse, and other professionals, as necessary (Khan, 2011; Stofile, 2008).
The Indiana Inclusion Study examined the advantages of inclusive education for kids without
impairments in May 2000. The study found that students without impairments who received their
education in inclusive settings advanced in math much more than their peers. Despite the fact that
their reading progress was not much faster than that of their peers, their test results showed a
"consistent pattern" that favored instructing students without disabilities in inclusive
environments. This study and others have emphasized enhanced academic performance, social
skills, communication skills, and peer four of the most significant advantages of inclusion are
connections. Students without impairments can offer their non-disabled peers strong role models
for speech and behavior, and vice versa (Norwich et al., 2007). According to Precey (2011),
learning is a complex process that involves the interaction of the curriculum requirements,
instructional resources, physical facilities, and student motivation. The availability of teaching and
learning resources (TLR) therefore improves the efficiency of schools because they are the
fundamental resources that result in students performing well academically. Material resources,
human resources like teachers and support personnel, and physical facilities like laboratory,
libraries, and classrooms are some of the resources that should be provided for teaching and
learning (Mwaura, 2004; Petriwskyj, 2010).
The purpose of this study is to scrutinize and assess the impact of inclusive education on the
availability of teaching and learning resources at San Vicente National High School in the Division
of Agusan del Sur. This study would analyze the crucial factors in determining whether inclusive
education is greatly implemented successfully or unsuccessfully, to determine the accessibility of
teaching and learning resources and teachers' attitudes toward including students’ assistance needs
in the classroom setting. Also, to investigate the facilities in the community for its inaccessible and
the environments where educational institutions are located and not accessible to teachers and
students. This study therefore, sought to examine influence of teaching and learning resources for
the implementation of Inclusive education at San Vicente National High School in the Division of
Agusan del Sur.

Objectives of the Study

This study aims to scrutinize and assess the impact of the implementation of inclusive education
on the availability of teaching and learning resources at San Vicente National High School in the
Division of Agusan del Sur.
In order to achieve the objectives of the study, various specific objectives are greatly set:

1. To assess and evaluate the implementation of inclusive education on the availability of

teaching and learning resources in San Vicente National High School;
2. To determine the educational attainment and work experience of the teaching personnel in
San Vicente National High School; and
3. To attest the significant advantages of the availability of teaching and learning resources
on the implementation of inclusive education.
Conceptual Framework of the Study

Independent Variables Dependent Variables

The state of the availability of • The implementation of inclusive

teaching and learning resources:
• Teaching strategy and
educational method approach
• Teaching instructional materials
(Localized and Contextualized)
• Teaching and Learning
Resources (Human Resource)
education
• Enrolment of the students or
learners with special assistance
into inclusive education
• Gender equality in the school
setting
• Modification of community on
the implementation of inclusive
education (IE)

Interceding Variables

• Cultural and Societal Factors

• Political, Economical,
Constitutional Environment
• Local and National Government
Policies
• Socioeconomic Status or Poverty
Level

Figure 1. The schematic diagram of the study.

Materials and Methods

Research Design
This study employed descriptive survey research design where the data gathered from the
assessment survey conducted by the researchers to the teachers of San Vicente National High
School in the Division of Agusan del Sur.
Research locale
The study was conducted on the Division of Agusan del Sur, specifically in San Vicente National
High School, Prosperidad District V. The researchers collected the necessary information to assess
and evaluate the impact of inclusive education on the availability of teaching and learning
resources in the aforementioned school.
Population and Respondents of the Study
The target population and the respondents of the study was the permanent teachers, school-head
teacher, and volunteer teachers of San Vicente National School. According to records in the
aforementioned school, there are 25 permanent teachers, 1 school-head teacher, 7 volunteer
teachers giving a target population of 33.
Instruments for Data Collection
The necessary data for this study was gathered using structured and semi-structured questionnaires
as well as observation checklists.
Validity and Reliability of Research Instruments
Validity is defined by Mugenda (2003) as the precision and significance of conclusions drawn
from research findings. The content validity was tested by subjecting the questionnaires and the
observations to two experts (teachers) who scrutinized the instruments questions in each of the
sub-sections and judged their relevance to the objectives of the study. Withal, it was piloted at San
Vicente National High School to finalized the questions and in order to determine impact of
inclusive education on the availability of teaching and learning resources to be validated in the
study.
Data Gathering Procedure
The data gathering procedure was properly take place in the Division of Agusan del Sur,
specifically at San Vicente National High School. After the survey questions have been finalized,
in the first phase, the researchers were able to send a request letter to the school principal to gather
data from the permanent teachers, volunteer teachers, and school-head teacher. The researcher
notified the respondents of the intention to conduct the study during the visit in order to gain their
confidence to provide information needed. Additionally, the researchers were ensured that ethical
consideration was explicitly practiced throughout the data gathering procedure. In the second
phase, after the data gathered from the teaching staffs of San Vicente National High School, the
researchers were beginning to analyze the data. The researchers were generated the data from the
responses and scrutinize it using the appropriate statistical analysis of the study.

Ethical Considerations
Throughout the assessment procedure, the researchers were guided with the ethical guidelines and
considerations. The respondents are from the San Vicente National High School teaching staffs.
This study was conducted through face-to-face interaction. The researchers were handled the data
interpretation with accuracy and precision to accurately interpret the data for the general public to
grasp. Nonetheless, all information acquired during the data collection process was kept privately
and exclusively utilized for research purposes. The collecting, archiving, and dissemination of
research materials would assure security, confidentiality, and anonymity.
Statistical Analysis Procedure
When generalizing sample data to reveal the typical respondent and the overall pattern of replies,
descriptive statistics are invaluable and consistent (Burns et al., 2003). This statistical tool was
greatly useful for the purpose of communication efficiency to present the finding by using both
statistical techniques (frequency distribution table). The study used descriptive statistics to analyze
data including means, percentages and weighted averages. Thus, the analyzed data was presented
in tables properly.

Results and Discussions

The study findings indicated that most of the respondents (15, or 62.50%) among the permanent
teachers were female, while only 9 (37.50%) were male. Among the volunteer teachers, the
females were also more, at 6 (67%), while only 3 (33%) of the volunteer teachers were male. This
shows that there is a gender disparity among the teachers at San Vicente National High School,
since in total there were 21 female participants and 12 males. According to the results, there are
more female permanent teachers among the volunteer teachers, but all the people in the leadership
positions are male. This might have an impact on the implementation of inclusive education in the
aforementioned school. Thus, the researcher was interested in the gender distribution of the
respondents because it is crucial to understand how society and school feels about inclusive
education.

Table 1. Gender of the Respondents

Permanent Volunteer
Gender
Teachers Teachers

f % f %

Male 9 37.5 3 33
Female 15 62.5 6 67

Total 24 100 9 100

The goal of the study was to determine the respondents' educational backgrounds. According to
the study's findings, most respondents had earned degrees beyond the Master's level (Table 2). It
should be mentioned that the majority of the teachers at the San Vicente National High School
were 13 (39.40%) with Master's Degrees (M.Ed. Units), while 8 (24.20%) had achieved Master's
Degrees-Complete Academic Requirements (CAR). Among the permanent teachers, most of them
(10, 41.60%) have Master’s Degrees (M.Ed. Units), with 8 (33.40%) having qualifications of
Master’s Degree – Complete Academic Requirements (CAR), only 6 (25%) have the level of
college graduate. More so, among the volunteer teachers of the aforementioned school, most of
them (6, 67%) were college graduates, whereas 3 (33%) of them obtained Master’s Degrees (M.Ed.
Units). This shows that most of the respondents had the highest level of education requirements.
However, it was noted that most of the respondents (permanent teachers and volunteer teachers)
from the aforementioned school were not able to acquire and enroll in the highest level of education
and were still at college level, which was not specifically on special needs education.
 Table 2. Educational Level of the Respondents at San Vicente National High School in the
Division of Agusan del Sur

Permanent Teachers
Educational Attainment Volunteer Teachers
Head Teacher Teachers

f % f % f %

Doctor of Philosophy (CAR) 0 0 0 0 0 0

Doctor of Philosophy (PhD. Units) 0 0 0 0 0 0

Master’s Degree (CAR) 1 100 7 30.4 0 0

Master’s Degree (M.Ed. Units) 0 0 10 43.4 3 33

College Graduate 0 0 6 26.2 6 67

Total 1 100 23 100 9 100

Table 3 findings illustrate the respondents' experiences working at San Vicente National High
School. The head teacher, permanent teachers, and volunteer teachers were the only subjects of
the treatment findings. The outcomes showed that the head teacher 1 (100%) had worked for more
than 20 years, the permanent teachers in the aforementioned school had worked for between 0-5
and 5-10 years, and the volunteer teachers all had the same years of experience (0-5 years) and 9
(100%). This suggests that the majority of the respondents had put in a respectable amount of effort
to gain the experience necessary to manage special needs students. This might have an impact on
how inclusive education is implemented at the aforementioned school.
Table 3. Work Experience of the Participants in San Vicente National High School

Permanent Teachers
Years Volunteer Teachers
Head Teacher Teachers
F % f % f %
0 - 5 years 0 0 10 43.4 0 0
5 - 10 years 0 0 8 34.8 9 100
10 - 15 years 0 0 4 17.4 0 0
15 - 20 years 0 0 1 4.4 0 0
20 - 25 years 1 100 0 0 0 0
25 - 30 years 0 0 0 0 0 0
Total 1 100 23 100 9 100
The State of the Provision/Availability of Learning Resources for the Implementation of
Inclusive Education at San Vicente National High School

The respondents were questioned about the resources that are available to implement inclusive
education at San Vicente National High School, including whether the resources are adequate,
what kinds of resources are used to educate learners, whether learning resources improve
curriculum delivery, whether structures are created to accommodate learners or students who need
educational assistance, and how much time is allotted for student interaction in the classroom.

The findings in Table 4 were to determine the adequacy of teaching and learning resources of
students in San Vicente National High School. Withal, out of 33 respondents, 2 (6.1%) respondents
strongly disagreed with the statement that the procedures and methods of acquiring the resources
for learning process is very rigid and inflexible. The findings from among the permanent teachers
and volunteer teachers indicate that all of them agreed with the various statements on the
availability of teaching and learning resources. This reveals that teaching and learning resources
were adequate in the said school. Thus, there is no negatively impact on the implementation of
inclusive education in San Vicente National High School. The teaching and learning materials are
important for enrolment and maintenance of students with special educational assistance.

Additionally, the researchers sought to assess the school's facing a lot of challenges and difficulties
when acquiring learning resources. Among the 33 teachers’ participants who responded to this
question, the majority of them strongly agreed with the statement. This negatively impacts the
implementation of inclusive education since inclusive education depends on the availability of
learning resources. Finally, the study findings indicated that there is a need for teaching and
learning resources to influence the implementation of inclusive education in the school. Hence, a
total of 33 teachers agreed with the statement. These findings are in line with Kochung’s (2011)
assertion that inadequately trained professionals are an obstacle to the implementation of inclusive
education. Thus, research has shown that when inclusion is effectively implemented, both typical
learners and students with special needs and assistance gain academically and socially. Friendships
grow, independent students are more accepting of differences, and unique students are more
driven. In the end, genuine acceptance of variety emerges in the educational setting and spreads to
the home, business, and community Elweke and Rodda, 2002; Stough, 2003. According to the
study's findings, the majority of teachers believe that supportive leadership is necessary for
inclusion to succeed. This conclusion is in line with work done by Qeleni (2013), who found that
school leaders can influence inclusive school change by giving teachers the right kind of support.
This could mean that in order to assist attempts to teach students with special needs and to put up
concurrent, practical procedures and routines for dealing with students with special needs, teachers
require support from their supervisors on inclusive education. Additionally, it can imply that if the
leadership does not support the inclusive policy, it will have an impact on how it is implemented.
 Table 4. The Availability of Teaching and Educational/Learning Resources

Strongly Disagree No Agree Strongly

Statement Variables Disagree Response/Answer Agree

f % f % f % f % f %
There is adequacy of teaching and
Instructional learning materials and 0 0 0 0 2 6.1 17 51.5 14 42.4
Resources in San Vicente National High
School.
The school faced a lot of challenges and
difficulties when acquiring learning 0 0 1 3 0 0 18 54.6 14 42.4
resources.
The procedures and methods of acquiring
the resources for learning process is very 2 6.1 1 3 4 12.1 17 51.5 9 27.3
rigid and inflexible.
Have need of teaching and learning
resources influence the implementation of 0 0 6 18.2 1 3 11 33.3 15 45.5
Inclusive Education in the school.
The school have lack of government support
and assistance; hence, they are unable to
procure the required resources for the 0 0 15 45.5 0 0 14 42.4 4 12.1
teachers and students’ needs.

There is lack of parental support in the

school. 1 3 21 63.6 9 27.4 1 3 1 3

There is need for explicit policy on the

concept and schematic diagram of the 0 0 2 6.1 9 27.4 13 39.1 9 27.4
implementation of inclusive education.
The Department of Education would review
the new curriculum to cater and regale the 0 0 4 12.1 3 9.1 14 42.4 12 36.4
needs of all students and teachers in an
inclusive set up.
Absence and lack of collaboration and
partnership between different departments 0 0 4 12.1 1 3 16 48.5 12 36.4
and stakeholders in order to ensure the
smooth learning of inclusive education.
The government should definitely increase
the funds/assistance to special needs
education to necessitate purchase of 0 0 2 6.1 5 15.2 9 27.4 17 51.3
learning resources, development of
infrastructure, training and recruit adequate
teachers.
*Legend: PT – Permanent Teachers VT – Volunteer Teachers
Conclusion

Based on the study findings, the introduction of inclusive education at San Vicente National High
School will improve curriculum delivery, cater to the requirements of students who require special
help, and increase student enrollment and retention at the aforementioned institution. The
information in the findings was gathered to assess the San Vicente National High School pupils'
access to adequate teaching and learning materials. In addition, 2 respondents out of 33 strongly
disagreed with the claim that the methods and processes for obtaining the resources for the learning
process are extremely strict and inflexible. The researchers aimed to determine whether the school
encountered several obstacles and barriers when purchasing learning resources. The majority of
the 33 teachers who responded to this question and gave their opinions strongly agreed with the
assertion. Since the implementation of inclusive education depends on the availability of learning
materials, this has a detrimental effect.

Acknowledgement

The authors are beyond grateful and pleased to San Vicente National High School in the Division
of Agusan del Sur for allowing them performed the said study. Also, the authors extended their
profound appreciation and gratitude to Dr. Maris T. Lasco, for her guidance and support for this
study. The parents of the authors whose unconditional love and valuable support, both financial
and emotional needs. Lastly, the almighty God for giving them knowledge, wisdom, strength, and
guidance, bestowed on them.

References

Crawford, L. & Tindal, G. (2004). Policy and Practice: Knowledge and Beliefs of Education
Professionals Related to the Inclusion of Students with Disabilities in a State Assessment.
Remedial and Special Education, 27, 208-217
Kurniawati, F., Minnaert, A., Mangusong, F., & Ahmed, W. (2012). Empirical study on primary
school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Procedia-
Social and Behavioral Sciences, 69, 1430-1436.
https://doi.org/10.1016/jsbspro.2012.12.082
Kochung, E. J. (2011). Role of Higher Education in Promoting Inclusive Education: Kenyan
Perspective. Journal of Emerging Trends in Educational Research and Policy Studies, 2(3):
144-149; 2011.
Mӧwes, A. D. (2002). The views of educators regarding inclusive education in Namibia.
Unpublished doctoral dissertation, University of Stellenbosch, Stellenbosch.
Mutisya, C. M. S. (2010). Factors influencing inclusion of learners with special needs in regular
primary schools in Rachuonyo districy, Kenya. Master ‘s thesis, Kenyatta University,
Kenya.
Mwaura, J. W. (2004). Factors affecting the implementation of inclusive education policy of
children with special needs in public primary schools in Kikuyu division, Kiambu district.
Master’s thesis.
Norwich, B., & Lewis, A. (2007). How specialized is teaching children with disabilities and
difficulties? Journal of Curriculum Studies, 39(2), 100-110.
https://doi.org/10.1080/00220270601161667
Okongo, R. B., Ngao, D. G., Rop, N.K., Nyongesa, W.J (2015). Effect of Availability of Teaching
and Learning Resources on the Implementation of Inclusive Education in Pre-School
Centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and
Practice. Vol.6, No.35, 2015.

Oyugi, N. L & Nyaga, M, M. (2010). Introduction to Contemporary Issues Affecting Education.

Kenya Institute of Special Needs.
Petriwskyj, A. (2010). Diversity and inclusion in the early years. International Journal of Inclusive
education, 14(2), 160-170. https://doi.org/10.1080/13603110802504515
Precey, R. (2011). Inclusive leadership for inclusive education: The utopia worth working towards.
Współczesne Zarządzanie, 2, 35-44.
Qeleni, M. T. (2013). Leadership for Inclusion: School leadership that motivates teachers to built
inclusive classrooms. Unpublished master’s dissertation, University of Oslo. Norway.
Stofile, S. Y. (2008). Factors affecting the implantation of inclusive education policy: A case study
in one province in South Africa. Published Doctoral Thesis, University of Western Cape.