Inclusive Education

DepEd Division of Misamis Oriental Page
Schools’ Readiness on Inclusive Education: An Empirical Study in the Regular

Public Schools in Balingasag North District
A Basic Research
MICHAEL M. TAYTAY
Head Teacher III
Kibanban Integrated School
Balingasag North District
December, 2021 ii
RECOMMENDING APPROVAL SHEET
This basic research entitled “Schools’ Readiness on Inclusive Education:

An Empirical Study in the Regular Public Schools in Balingasag North
District”, conducted and submitted by Michael M. Taytay, head teacher III,
Kibanban Integrated School, this district, in fulfillment to the requirements in the
conduct of research has been examined and recommended for approval and
acceptance.
KAIRUZ DEMSUM G. AQUILAM

District Research Coordinator
Approved by the panel of the Schools District Research Committee in fulfillment of

the requirements in the conduct of research.
PEDRO R. ESTANO JR, PhD SUSAN P. YBANEZ

Secondary School Principal IV School Proncipal I
Member Member
MICHAEL M. TAYTAY FRANKLIN O. OCATE

Head Teacher III School Principal I
Member Member
NIEAVA E. BITONGA
Public Schools District In-charge
Chairman
iii
APPROVAL SHEET
This basic research entitled “Schools’ Readiness on Inclusive Education:

An Empirical Study in the Regular Public Schools in Balingasag North
District”, conducted and submitted by Michael M. Taytay, head teacher III,
Kibanban Integrated School, this district, in fulfillment to the requirements in the
conduct of research has been examined and recommended for approval and
acceptance.
LINDO M. CAYADONG
Senior Education Program Specialist
Division Research Coordinator
Approved by the panel of the Schools Division Research Committee in fulfillment of

the requirements in the conduct of research.
LINDO M. CAYADONG NORBERTO E. ROSALES

Senior Education Program Specialist II Education Program Supervisor
Member Member
IRISH KARYLLE D. MONTE GLADYS S. BANAC

Senior Education Program Specialist-HTRD Education Program Supervisor
Member Member
MARK LORREN T. TEJANO SALLY S. AGUILAR

Budget Officer III/AO V Education Program Supervisor
Member Member
MA. THERESA M. ABSIN ERLINDA G. DAEL

Chief, Schools Governance and Operations Chief, Curriculum Implementation
Co-Chairman Co-Chairman
NIMFA R. LAGO, PhD, CESO VI

Assistant Schools Division Superintendent
Chairman
JONATHAN S. DELA PEṄA, PhD, CESO V

Schools Division Superintendent
DepEd Division of Misamis Oriental Page iv
Name of Researcher: Michael M. Taytay

Name of School: Kibanban Integrated School
Position: Head Teacher III
Title: Schools’ Readiness on Inclusive Education: An Empirical
Study in the Regular Public Schools in Balingasag North
District
Theme: Inclusive Education
Category: Oral
ABSTRACT
This study aimed to determine the readiness of the schools in Balingasag

North District in the implementation of inclusive education. This is to establish further
the point of views of teachers in its implementation. And finally, it is to determine the
necessity of inclusive education in the regular public schools in the district.
The study reveals that ten (10) out of twelve (12) schools in Balingasag North
District have learners with disability. This implies that the implementation of inclusive
education in the district is no doubt necessary. As shown in table 1, the benefit of
inclusive education to the community is favored unanimously by the respondents.
One hundred percent of the respondents (100%) or 125/125 agreed that inclusive
education is advantageous for the learners in the community who have special
needs. This positive views of teachers therefore is a good sign that its
implementation will have a huge success. It also shows that the readiness of the
school to inclusive education is in Developing Readiness which has the over-all
mean of 1.9. This means that the public/regular schools in the district of Balingasag
North is not yet fully ready in the implementation of the inclusive education.
Key words: BTS, Home Visitation, Innovation, Individualized Instruction

DepEd Division of Misamis Oriental Page v
Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
DISTRICT OF BALINGASAG NORTH
KIBANBAN INTEGRATED SCHOOL
December 1, 2021
JONATHAN S. DELA PEṄA
Division of Misamis Oriental
Thru: LINDO M. CAYADONG

Division Research Coordinator
Division of Misamis Oriental
SIR,
Greetings!
May I have the honor to submit in your good office my completed research
entitled “Schools’ Readiness on Inclusive Education: An Empirical Study in the
Regular Public Schools in Balingasag North District”.
Thank you very much and more power!
Respectfully yours,
MICHAEL M. TAYTAY
Head Teacher III/Researcher
Recommending approval:
ERLINDA G. DAEL
CID Chief
Approved:
JONATHAN S. DELA PEṄA, PhD, CESO V

DepEd Division of Misamis Oriental Page vi
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………… i
RECOMMENDING APPROVAL SHEET …………………… ii
APPROVAL SHEET …………………………………………… iii
ABSTRACT …………………………………………… iv
INDORSEMENT …………………………………………… v
TABLE OF CONTENTS …………………………………………… vi
I INTRODUCTION ..........……………………………………….. 1
II LITERATURE REVIEW ………………………………………. 3
III RESEARCH QUESTIONS ……………………………… 9
IV SCOPE AND LIMITATIONS ....…………………….……… 10
IV RESEARCH METHODOLOGY ……………………...……… 10
A. Sampling ……………………………………… 11
B. Data Collection ……………………………………… 11
V. DISCUSSION OF RESULTS
AND RECOMMENDATIONS ……………………… 12
Problem 1 ……………………………………………. 12
Problem 2 ……………………………………………. 15
Problem 3 ……………………………………………. 17
Recommendations ……………………………………. 21
DepEd Division of Misamis Oriental Page vii
VI. DISSEMINATION AND ADVOCACY PLANS ……. 22
VII. REFERENCES …………………………………………….. 23
VIII. FINANCIAL REPORT ……………………….……………. 26
IX. APENDICES ……………………………………………….. 27
A. PERMISSION LETTER ……………………………….. 27
B. RESEARCH TOOLS……………………………….. 28
C. RESEARCH TOOLS……………………………….. 29
D. RESEARCH TOOLS……………………………….. 30
E. DECLARATION OF ANTI-PLAGIARISM ……… 31
F. DECLARATION OF ABSENCE OF CONFLICT
OF INTEREST ……………………………………… 32
G. SELF-CERTIFICATION ………………………………. 33
H. CURRICULUM VITAE ………………………………. 34

DepEd Division of Misamis Oriental Page 1
I. INTRODUCTION
The 2009 Department of Education Order No. 72 defines inclusive education
as the philosophy of accepting all children regardless of race, size, shape, colour,
ability or disability with support from school staff, students, parents and the
community. The more recent 2013 Enhanced Basic Education Act refers to gifted
and talented children; learners with disabilities; learners of the madrasa curriculum;
indigenous peoples; and learners in difficult circumstances, such as geographical
isolation, chronic illness, abuse, or displacement due to armed conflict, urban
resettlement or disaster as target groups of inclusive education.
Inclusive Education is a learning approach where children with and without
disabilities are equally taught together. This style is far different from traditional
approaches to the education of children with disabilities, such as the SPED model
used in the Philippines, that involve segregating CWDs into separate classes or
even separate schools.
Inclusive education is 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
supports that enable them to meet success in the core curriculum (Bui, Quirk,
Almazan, & Valenti, 2010; Alquraini & Gut, 2012) as mentioned by McManis, (2021)
in her article “Inclusive Education: What It Means, Proven Strategies, and a Case
Study”.
Inclusive education is a tactic and a process that supports and welcomes
diversity amongst all learners. It is a concept of effective schools where every child
has a place to study and teachers become facilitators of learning rather than
providers of information. Indeed, according to UNICEF, 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.
This must be the reason why the government adopted this concept. DepEd
Order 72, series of 2009 affirmed its commitment to provide inclusive education to
serve all children with disabilities across the country. The said order planned the
urgency to target millions of children specially those who live in the far-flung areas
who failed to have access to education due to their conditions. Accordingly, inclusive
education in the DepEd embraces the philosophy of accepting all children regardless
of race, size, shape, color, ability or disability with support from school staff,
students, parents and the community. This action of DepEd is in consonance with its
international commitment to ensure Education for All (EFA).

This study focused only Balingasag North District. It is a newly created district
in the Division of Misamis Oriental. Indeed, it is founded just this year 2021. At
present, it is under the leadership of Nieva E. Bitonga, the public schools district in-
charged. The district has two (2) junior high schools, five (5) integrated schools, four
(4) elementary schools, and one (1) senior high school. The district has no SPED
center yet.
The study aimed to determine the readiness of the schools in Balingasag
North District in the implementation of inclusive education. This is to establish further
the point of views of teachers in its implementation. And finally, it is to determine the
necessity of inclusive education in the regular public schools in the district.
The researcher knew that it is his noble duty to assist the Department of
Education in ensuring the success of its programs and projects. Furthermore, the
implementations of inclusive education will be beneficial to the learners and
community as a whole.
II. LITERATURE REVIEW
Inclusive Education as define by DepEd Order no. 44 series of 2021 refers to
a process of addressing and responding to the diversity of needs of all learners by
moving towards the end goal of fuIl participation, presence and achievement in
learning, cultures, and communities, and eliminating, exclusion within and from
education. It involves accommodation, modification, adaptation, and individualization
in content, approaches, structures, and strategies, with a common vision that covers
all learners of the appropriate age range, and a conviction that it is the State's
responsibility to educate all children. It also focuses on achieving quality education
that fosters diversity and flexibility towards full participation of all learners with
disabilities.
Learners with Disabilities was also defined in of RA 115 10 sec. 4 which shall
refer to those who have long-term physical, mental, intellectual or sensory
impairments which in interaction with various barriers may hinder their full and
effective participation in society on equal basis with others.
In the Philippines, education for the learners with disabilities has been hugely
emphasized. Indeed, under the 1987 Philippine Constitution, the right to quality
education for all citizens is protected. The constitution mandates the state to take
appropriate steps to make education accessible to all (Art. 14, Section 1). The terms
“all citizens” clearly depicts that education is not only for the few. Education is for
everybody with disabilities or not.
Republic Act (RA) No. 9155 or the 'Governance of Basic Education Act of
20O1" reiterates the above constitutional mandate of the State (Sec. 2) and vests
the DepEd with the authority, accountabilit5r and responsibility for ensuring access
to, promoting equity in, and improving the quality of basic education (Sec. 6). 5
RA No. 10533 or the "Enhanced Basic Education Act of 2013" provides that
the State shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills
and values for both life-long learning and emplo5rment, and shall accordingly make
education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities,
(Sec. 3) thereby making inclusive education an imperative. Thus, the Act provides
that the curriculum shall be learner-centered, inclusive and developmentally
appropriate (Sec. 5).
The right to education and the right to non-discrimination are also embodied
in Presidential Decree No. 6O3 or 'The Child and Youth Welfare Code" (197 41,
which provides for the right of children to an education commensurate with their
abilities and for the development of their skills for the improvement of their capacity
for service to themselves and their fellowmen (Art.3).
The 2019 Special Education Act institutionalize inclusive education though
the institutionalization of at least one special education centre in each school division
and three such centres in larger divisions, equipped with adequate qualified staff and
administered by the principal of the regular school. Special education (SPED) is part
of the country's education system and is implemented through a specific programme
targeting both children with disabilities and gifted and talented learners, who need a
systematic and deliberate process to achieve functional literacy and achieve their
individual potential and capability.
Specific to children with disabilities, the Convention on the Rights of the Child
obligates State Parties to take all necessary measures to ensure the full enjoyment
by children with disabilities of all human rights and fundamental freedoms on an
equal basis with other children (Art. 7). As stated above, the Magna Carta
emphasizes that persons with disabilities have the same rights as other people to
take their proper place in society and their rights must never be perceived as welfare
services by the Government. The Magna Carta specifically provides for the right of
persons with disabilities to the provision of adequate access to quality education and
ample opportunities to develop their skills, and the corresponding duty of the State to
ensure this right. It demands that special requirements of persons with disabilities be
considered by the State in the formulation of education policies and programs,
including matters such as school facilities, class schedules, physical education
requirements, among other pertinent considerations. The Page 7 of 17 Magna Carta
makes it a duty of the State to promote the provision of auxilia-r5r services that will
facilitate the learning process for Iearners with disabilities (Sec. r2). Also under the
Magna Carta, the State has the duty to establish, maintain and support complete,
adequate and integrated system of special Page 3 of 27 education for the visually
impaired, hearing impaired, mentally retarded persons and other types of
exceptional children in all regions of the country, and toward this end, the DepEd
shall establish, special education classes in public schools in cities, or municipalities.
It further tasks the DepEd to establish, where viable, Braille and Record Libraries in
provinces, cities or municipalities (Sec. 14). The Magna Carta obligates the National
Government to allocate funds necessary for the effective implementation of the
special education program nationwide while t1le local government units may likewise
appropriate counterpart funds to supplement national funds (Sec. 14). 13. The
Magna Carta further makes it a duty of the State to provide persons with disabilities
with training in civics, vocational efficiency, sports and physical fitness, and other
skills (Sec. f5) and to develop non-formal education programs intended for the total
human development of persons with disabilities. The State is also obligated to
provide adequate resources for non-formal education programs and projects that
cater to the special needs of persons with disabilities.
Government of most of the countries around the globe adopted inclusive
education for the sake of the learners with disabilities and as for their support for
EFA or Education for All. Adoyo & Odeny (2015) explains how Kenya as a signatory
to the international conventions on education, has domesticated various instruments
into the Constitution as well as in various policy and legal frameworks in an attempt
to realize inclusive education. They highlight the strides Kenya towards inclusive
education and identifies challenges Kenya is experiencing in the process of
implementation of inclusive education and also suggests ways in which the identified
gaps can be circumvented in the way forward. 8
However, the implementation of such project remained a challenge for
everyone. Indeed, Lancaster (2014) mentioned that despite of the existence of
legislation and policy, the inclusion of students with special needs remains a
challenge for teachers when research-based pedagogies and collaboration are not
translated into practice.
Teachers are essential in the implementation of the inclusive education.
Indeed, Boyle, C. et.al. (2021) mentioned in their study that it is important to
understand the vital roles of teachers in fostering inclusive classrooms, and while
inclusion in schools begins with the teachers, it is imperative that teachers
themselves are supported by the education system through access to appropriate
resources, and the provision of supportive leadership and effective policy.
There are various key elements in the successful implementation of inclusive
education. The followings are the elements as quoted by Schuelka, M. (2018) from
UNESCO (2017). First, it is the clear concept and definition of inclusive education.
Second element is concrete inclusive education targets, indicators, measures, and
outcomes. Third, an understanding of existing structural, educational, and cultural

challenges to successful implementation. Fourth, a well-designed implementation
strategy that includes a clear plan, evaluation, and school review process. Fifth,
providing inclusive education training, sustained support, and resources for all
teachers and school leaders. Final element is national leadership on inclusive
education policy, education management information systems, curricular-reform, and
coordinating social systems such as inclusive education and inclusive employment.
In addition to this, this review also identifies that inclusive education is a continuous
process of educational transformation, and a clear set of equity indicators.
III. RESEARCH QUESTIONS
The study aimed to determine the necessity, perspective of teachers, and the
readiness in inclusive education of all regular schools in the district of Balingasag
North. Specifically, this study sought to answer the following questions:
1. How necessary is the implementation of inclusive education in the regular
public schools of Balingasag North District?
2. What is the perspective of teachers towards inclusive education in terms of its
implementations?
3. What level of readiness the schools in Balingasag North District have in
inclusive education?
10
IV. SCOPE AND LIMITATIONS
This study is to focus on the readiness of all the twelve (12) regular schools of
Balingasag North District in the implementation of inclusive education. This school
readiness refers to the availability of trained teachers to handle Learners with
Disabilities (LWDs), physical environment, and others.
This study also covers on the perception of teachers towards inclusive
education since it has direct impact on its implementation.
This study did not cover the specification on the degree of disabilities and/or
the classification of the disabilities. It did not even focus on its implementations for
the learners of the madrasa curriculum; indigenous peoples; and learners in difficult
circumstances, such as geographical isolation, chronic illness, abuse, or
displacement due to armed conflict, urban resettlement or disaster as target groups
of inclusive education
11
V. RESEARCH METHODOLOGY
A. Sampling
The study uses the non-probability sampling method for budgeting and time
purposes.
It also uses the Slovin’s formula to calculate the sample size with the margin
of error of 0.05. There are only one-hundred twenty-five (n=125) teacher-
respondents of the study from the total population of two-hundred fifty (N=250)
teachers within Balingasag North District.
The twelve (12) school heads in the schools in the district also became
respondents of this study.
B. Data Collection
The data were generated from semi-structured, in-depth interviews. The
themes in all the interviews dealt with: the number of learners with disability as
identified initially by the school, teachers’ perspective to inclusive education, and the
readiness of school in the implementation of inclusive education.

For research ethics the researcher asked permission to the public schools
district supervisor. He also requested approval to his respondents – the teachers
and the school heads. 12
VI. DISCUSSION OF RESULTS AND RECOMMENDATIONS
Problem 1. How necessary is the implementation of inclusive education in the
regular schools of Balingasag North District?
To determine the necessity of inclusive education in the regular schools of
Balingasag North District, the researcher conducted a survey to reveal the number
of learners with disabilities. These learners identified by the school are still subject
for verification by medical practitioners and/or experts.
Chart 1 presents the number of learners with disabilities as perceived initially
by the school.
Balingasag Senior High School
San Isidro National High School
Misamis Oriental National High School
Quezon Integrated School
Mambayaan Integrated School
Lantad Integrated School
San Isidro Elementary School
Mandangoa Elementary School
Napaliran Elementary School
0 1 2 3 4 5 6 7
Chart 1: Number of Learners with Disabilities based on initial Evaluation by the

School
The data indicates that ten (10) out of twelve (12) schools in Balingasag North
District have learners with disability. This implies that the implementation of inclusive
education in the district is no doubt necessary.

The result shows that Misamis Oriental National High School has the greatest
number of initially identified learners with disabilities which has six (6). It is followed
by Napaliran Elementary School which has 5, three (3) both from Lantad Integrated
School and San Isidro Elementary School, two (2) from Mambayaan Elementary
School, and one (1) each from Mandangoa Elementary School, Kibanban Integrated
Schools, and Quezon Integrated School.
Only San Isidro National High School and Balingasag Senior High School
have no identified learners with disability.
The necessity of the implementation of inclusive education in the district relies
merely on the existence of learners with disability. It means that as long as there are
learners in the schools who are considered with disabilities, it is good to say that
inclusive education must be implemented.
The implementation of inclusive education could bring significant impact on
the lives of these learners because despite of their conditions they could still have
quality education through the Special Education teachers or trained teachers.
Through inclusive education, the Education for All program by the government can
surely be achieved.
Problem 2. What is the perspective of teachers towards inclusive education in terms
of its implementation?
To see the perspective of teachers towards inclusive education, the
researchers conducted a survey by means of an interview and classified their
responses based on their similarity or resemblance.
Table 1 presents the result of the interview.
Table 1
Perspective of Teachers towards Inclusive Education in Terms of its Implementation
No. Perspective Frequency Percentage
1 It could be very helpful for the 125 100
community.
2 Its implementation could be very 113 90
critical considering the readiness
of teachers and school as a
whole.
3 Bullying may possibly happen. 56 45
4 It’s an additional burden for us. 25 20

As shown in table 1, the benefit of inclusive education to the community is
favored unanimously by the respondents. One hundred percent of the respondents
(100%) or 125/125 agreed that inclusive education is advantageous for the learners
in the community who have special needs. These positive views of teachers
therefore is a good sign that its implementation will have a huge success. As Hobbs
and Westling (1998) believed that teachers who exhibit positive attitudes toward
learners with disabilities and other special needs can be effective and are active in
supporting the implementation of inclusive education.
However, along with that positive perspective of teachers are their hesitant
viewpoints. There are one hundred thirteen (113) teachers out of one hundred
twenty-five (125) believed that its implementation could be very critical considering
the readiness of teachers and school as a whole. This result may be natural since
the teachers new well the capabilities of their schools in terms of handling learners
with disabilities. In addition to that, they knew that they do not have yet well-trained
teachers that can handle these types of learners.
Furthermore, there are also fifty-six (56) teachers who are worried of the
chances of bullying in the school in the implementation of inclusive education.
However, this might not be an issue if the schools have clear policies on bullying and
everyone in the schools helps one another.

The twenty percent (20%) of the respondents or twenty-five (25) out of one
hundred twenty-five (125) perceived that the program is an additional burden for
them. This perception of teachers is somewhat expected because inclusive
education is totally new for them. Yet it might be too early for them to consider it as
burden for they never know yet the guidelines on the implementation of inclusive
education.
This data could also be used as indicators in determining the readiness of the
school in the implementation of inclusive education.
Problem 3. How ready are the regular public schools in Balingasag North District in
inclusive education?
To determine the readiness of the school to inclusive education, the
researcher conducted a survey through a survey questionnaire.
Table 2 presents the result of the survey questionnaire.

18
Table 2
Readiness of the School to Inclusive Education
No. Statement Mean Description
1 The school has SPED teachers 1.3 Disagree
2 The school has general
education teacher/s trained to Disagree
handle LWDs 1.2
3 Teachers have training/s on

1.2 Strongly Disagree
inclusive education
4 The school has partners willing to

2.4 Neutral
support inclusive learning
5 The school has learning facilities

for LWDs
6 The school has a resource room

for LWDs
7 The school has assistive devices

and technology for LWDs
8 The school has strong adherence

4.3 Agree
to Anti Bullying Act of 2013
9. The school is willing to accept 3.6 Agree

any LWDs 19
10 The school has installed facilities
for LWDs as compliance to 1.6 Disagree
Accessibility Law
Developing
Over-all Mean 1.9
Readiness
Legend: 5.00 – 4.00 (Ready), 3.99 – 3.00 (Approaching Readiness), 2.00 – 1.00
(Developing Readiness)
The data shows that the readiness of the school to inclusive education is in
Developing Readiness which has the over-all mean of 1.9. This means that the
public/regular schools in the district of Balingasag North is not yet really ready in the
implementation of the inclusive education.
This has happened most probably because only few schools have SPED
teachers and regular teachers who were trained to handle learners with disabilities.
Moreover, looking at table 1, there are only few schools have resource rooms and
facilities for LWDs. School resources and facilities for LWDs are inadequate.
Nevertheless, there are two (2) notable findings in the study. The first one is
that school in the district are willing to accept learners with disability despite of the
possible challenges that they may encounter. The limited number of SPED teachers,
trained regular teachers, facilities for LWDs, and others may of course hinder the
efficient implementation of the school of inclusive education. Yet, this does not
hinder the schools to open their doors for LWDs. These school perhaps believes that
the Department of Education would not leave them alone in the implementation.
Another noteworthy finding is that the school have strong adherence to Anti
Bullying Act of 2013. This simply indicates that LWDs enrolled in the school may not
experience bullying from other learners who do not have disabilities.
However, this finding does not indicate that inclusive education has no room
in the district. This only specifies that there are lots of things to be done as
preparation for the implementation of this program. Schools and community have to
work hand in hand in order to be ready and make a substantial impact of inclusive
education to the lives of the learners.

21
RECOMMENDATIONS
The following recommendations were drawn after the conduct of the study.
1. Inclusive education must really be realized and implemented to all schools for
the sake of all the learners with disability. This is in consideration that almost
all schools in the district have LWDs.
2. For the sake of the Learners with disabilities, far-flung schools that have
difficult or with no access to SPED Centers, must be provided with able SPED
teachers or even trained teachers to handle classes/sessions with the
learners.
3. In case of unavailability of SPED teachers, the Department of Education must
initiate trainings for teachers to handle learners with mild disabilities and to
prepare them to respond to the diversity of learners during their initial training.
It must be done in regular basis to meet changing needs.
4. Regular teachers must have opportunities to take part in continuing
professional development regarding inclusive education.
5. Teachers’ motivation towards inclusive education must be ensured before the
implementation of inclusive education to make teachers feel that this is not a
top-down burden but rather a collaborative process for the sake of the
learners.
6. For the success implementation of inclusive education, high-quality support
must be provided not only higher office but also from the local governments.
7. Curricular flexibility and strengthen learning outcomes must be maintain to
increase the diversity and breadth of learning outcomes. 22
8. Schools through the school head must initiate activities to connect with the
stakeholders for possible assistance in the implementation of inclusive
education to defray limited public funds. Increasing community support
through raising awareness and understanding of the principles and processes
of inclusion and increased commitment to the implementation of inclusive
education.
9. Teachers implementing inclusive education must focus on the abilities of
learners not on their disabilities.
VII. DISSEMINATION AND ADVOCACY PLANS
For dissemination and advocacy, the researcher wanted to present the study
in the district or division research congress. This is to publicize the result of the study
and probably inform higher DepEd officials and provide them necessary information
in the crafting of policies involving the implementation of inclusive learning to the
schools in Baalingasag North District.

Furthermore, the researcher wished to approach paper and journal editors for
possible publishing of the study. In this way, many people could read and would be
informed of the readiness, status and perspective of teachers towards inclusive
education. 23
VIII. REFERENCES
1987 Philippine Constitution. Retrieved on November 15, 2019 at
https://www.officialgazette.gov.ph/constitutions/1987-constitution/
2019 Special Education Act
Boyle, C. et.al, 2021). “Inclusive education: global issues and controversies”. Brill.
Retrieved on November 16, 2021 at
https://brill.com/view/book/9789004431171/BP000022.xml
Brown, J., et.al. (2014). “Why is inclusive education important to my country?”,
International Journal of Inclusive Education, 18:10, 1064-1068, DOI:
10.1080/13603116.2012.693403 retrieved on November 19 2021 at
https://www.tandfonline.com/action/showCitFormats?
doi=10.1080%2F13603116.2012.693403
DepEd Order no. 44 series of 2021 (Policy Guidelines on the Provision of
Educational
Programs and Services for Learners with Disabilities In The K To 12 Basic
Education Program)
24
DO 36, S. 2002 – EDUCATION FOR ALL (EFA) 2015 PLAN PREPARATION.
Retrieved on November 11, 2021 at
https://www.deped.gov.ph/2002/08/22/do-36-s-2002-education-for-all-efa-
2015-plan-preparation/
Hobbs, T., & Westling, D. L. (1998). Promoting successful inclusion through
collaborative problem solving. Teaching Exceptional Children,
31(1), 12-19.
Lancaster, J. (2014), "School and Classroom Indicators of Inclusive Education",
Measuring Inclusive Education (International Perspectives on Inclusive
Education, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 227-245.
Retrieved on November 9, 2021 at https://doi.org/10.1108/S1479-
363620140000003027
McManis, (2021). ‘Inclusive education: What it means, proven strategies, and a case
study.” Resilient Educator. Retrieve on November 12, 2021 at
https://resilienteducator.com/classroom-resources/inclusive-education/
Peter Oracha Adoyo, P.& Odeny, M. (2015). “Emergent Inclusive Education Practice
in Kenya, Challenges and Suggestions”. International Journal. Retrieved on
November 18, 2021 at
https://repository.maseno.ac.ke/handle/123456789/2774 25
Republic Act (RA) No. 9155 (Governance of Basic Education Act of 20O1)
Republic Act (RA) No. 10533 (Enhanced Basic Education Act of 2013)
Republic Act (RA) 9442 (Magna Carta for Disabled Persons)
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report.
Brighton, UK: Institute of Development Studies. Retrieved on November 1,
2021 at https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230
UNESCO-IBE (2016). Reaching out to all learners: A resource pack for supporting
inclusive education. Geneva: UNESCOIBE. Retrieved on December 1 from:
http://unesdoc.unesco.org/images/0024/002432/243279e.pdf
UNICEF. “Inclusive education. Every child has the right to quality education and
learning.” Retrieve on November 15, 2021 at
https://www.unicef.org/education/inclusive-education
26
IX. FINANCIAL REPORT
The table 5 shows the financial report of the study.
Table 5
Financial Report of the Study
Expenses Amount
1. Supplies and Materials P 1, 000.00
2. Travel Expenses P 1,000.00
3. Communication P 1,000.00
4. Reproduction, Printing, and Binding Cost P 1,000.00
5. Food P 1,000.00
Total P 5,000.00
27
X. APPENDICES
Appendix A. PERMISSION LETTER
October 14, 2021
NIEVA E. BITONGA
Public Schools District In-charge
Balingasag North District
Dear Madam,
Shalom!
The undersigned would like to request permission from your office to conduct a
study in our district entitled Schools’ Readiness and the Necessity of Inclusive
Education: An Empirical Study in the Regular Public Schools in Balingasag
North District. This is to determine the readiness of the school in the
implementation of inclusive education and its necessity.
Consents from the participants of the study will follow after your approval.
I am hoping for your earnest approval to this humble request. Thank you very much
and God bless!
Very truly yours,
MICHAEL M. TAYTAY
Proponent
28
Appendix B. Research Tool 1
Name: (Optional) ______________________ Position: ________________

School: ______________________________
Instruction: Please mark ✓ on the space for your response.

No Statement Strong Agre Neutra Disa Strongl
ly e l gree y
Agree (4) (3) (2) Disagr
(5) ee
(1)
1 The school has SPED teachers
2 The school has general
education teacher/s trained to
handle LWDs
3 Teachers have training/s on
inclusive education
4 The school has partners willing
to support inclusive learning
5 The school has learning facilities
for LWDs
6 The school has a resource room
for LWDs
7 The school has assistive
devices and technology for
LWDs
8 The school has strong

adherence to Anti Bullying Act of
2013
9. The school is willing to accept
any LWDs
10 The school has installed
facilities for LWDs as
compliance to Accessibility Law
Mean
Description
Legend: 5.00-4.50 (Strongly Agree), 4.49 – 3.50 (Agree), 3.49 – 2.50 (Neutral), 2.49
-1.50 (Disagree), 1.49 - 1.00 (Strongly Disagree) 29
Appendix C. Research Tool 2
Number of LWDs
No. School Percentage

Physical Mental
1 Calawag Integrated School
2 Kibalus Elementary School
3 Napaliran Elementary School
4 Mandangoa Elementary School
5 San Isidro Elementary School
6 Kibanban Integrated School
7 Lantad Integrated School
8 Mambayaan Integrated School
9 Quezon Integrated School

10 Misamis Oriental National High School
11 San Isidro National High School
12 Balingasag Senior High School
TOTAL
30
Appendix D. Research Tool 3
Name: (Optional) ______________________

School: ______________________________
Instruction: Please feel free to provide your responses to the open statement
below.
31
Appendix E. DECLARATION OF ANTI-PLAGIARISM
DECLARATION OF ANTI-PLAGIARISM
1. I, Michael M. Taytay, understand that plagiarism is the act of taking and using
another’s idea and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts
of their work without proper acknowledgement and refencing.
2. I hereby attest to the originality of this research paper and has cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal shall be original content. I shall
use appropriate citations in refencing other works from various courses

3. I understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the
Department of Education and (Insert grant Mechanism).
Proponent: MICHAEL M. TAYTAY
Signature: _____________________________
Date: December 3, 2021
32
Appendix F. DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, Michael M. Taytay, understand that conflict of interest refers to situation in
which financial or other personal considerations may compromise my
judgement in evaluating, conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest and if may
arise from my application and submission of my research paper I understand
that it may be returned to me if found out that there is conflict of interest
during the initial screening.

3. Further, in case of any form of conflict of interest (possible/actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to
the research committee for immediate action.
4. I understand that I may be held accountable by the Department of Education
for any conflict of interest which I have intentionally concealed.
Proponent: MICHAEL M. TAYTAY
Signature: _____________________________
Date: December 3, 2021
33
Appendix G. SELF-CERTIFICATION
TO THE PANEL OF EVALUATORS
This is to certify that I, Michael M. Taytay Head Teacher III of Kibanban

Integrated School, Balingasag North District, personally complied and accomplished
this research paper following the format stipulated in the Division Memo No. 309 s.
2017.
I further certify that all the gathered data were accurately analyzed,
concluded, and given appropriate solutions.
Certified this 3rd day of December, 2021.
MICHAEL M. TAYTAY
Proponent
34
Appendix H. CURRICULUM VITAE
Personal Background:
Name: Michael M. Taytay
Age: 40 years old
Address: Mambayaan, Balingasag,
Misamis Oriental
Birth Date: January 6, 1981
Birth Place: Balingasag, Misamis Oriental
Religion: Roman Catholic
Occupation: Public School Teacher
School: Salay National High School
School Address: Salay, Misamis Oriental
Current Position: Head Teacher III
Civil Status: Married
Name of Wife: Juvelyn B. Taytay
Educational Background:
Elementary: Kauswagan Central School

Kauswagan, Cagayan de Oro City
1994
Secondary: Misamis Oriental National High School (MONHS)
Balingasag, Misamis Oriental
1998
Tertiary: St. Peter’s College
BS Secondary Education (English)
2008
Graduate Study:
Capitol University
Master of Arts in Education major in English
Cagayan de Oro City
2016
Cagayan de Oro College

PhD Educational Administration
On-going
35
Work Experience:
Teaching (English)
St. Peter’s College
June, 2008 – August, 2010
Teacher I (English)
Rosario National High School
June, 2010 – May, 2016
Teacher III
San Isidro National High School
June, 2016 – March, 2019
Head Teacher III

Salay National High School
Salay, Misamis Oriental
April, 2019 – March, 2021
School Head/Head Teacher III


April, 2019 – Present
Seminars/Trainings Attended
Conductor/
Title Date Venue
Sponsor
1. STI -Course 1 November Virtual/ Zoom
SEAMEO-
2021–
INNOTECH -STI
January 2022
2. International
Leadership
November 26,
Training: An Online SEAIETI Virtual
29, 2020
Self-Paced
Learning Series
3. Enhancement
and Retooling of
District Monitoring September Demiren Hotel,
DepEd – Mis. Or.
Evaluation and 24-25, 2019 CDO
Adjustment (District
MEA)
4. Division Training
of Trainers on the
Implementation of August 1, Demiren Hotel,
DepEd – Mis. Or.
MOURP Anchored 2019 CDO
on the Project CNR
Batch 2
5. Regional Mass MOGCHS, CDO
Training for Grade
DepEd – Region
11 Teachers May , 2016
X
Academic Track
with General
6. K to 12 Liceo de Cagayan
Training/Seminar DepEd – Region University, CDO
May , 2013
Workshop for X
Grade 8 Teachers
7. Workshops on Capitol University,
Teaching Philippine August 12, CDO
Capitol University
Literature in High 2013
School
8. K to 12 DepEd – Region May , 2012 Liceo de Cagayan
Training/Seminar X University, CDO
Workshop for
Grade 8 Teachers

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DepEd Division of Misamis Oriental Page

Schools’ Readiness on Inclusive Education: An Empirical Study in the Regular

RECOMMENDING APPROVAL SHEET

This basic research entitled “Schools’ Readiness on Inclusive Education:

KAIRUZ DEMSUM G. AQUILAM

Approved by the panel of the Schools District Research Committee in fulfillment of

PEDRO R. ESTANO JR, PhD SUSAN P. YBANEZ

MICHAEL M. TAYTAY FRANKLIN O. OCATE

This basic research entitled “Schools’ Readiness on Inclusive Education:

Approved by the panel of the Schools Division Research Committee in fulfillment of

LINDO M. CAYADONG NORBERTO E. ROSALES

IRISH KARYLLE D. MONTE GLADYS S. BANAC

MARK LORREN T. TEJANO SALLY S. AGUILAR

MA. THERESA M. ABSIN ERLINDA G. DAEL

NIMFA R. LAGO, PhD, CESO VI

JONATHAN S. DELA PEṄA, PhD, CESO V

Name of Researcher: Michael M. Taytay

This study aimed to determine the readiness of the schools in Balingasag

Key words: BTS, Home Visitation, Innovation, Individualized Instruction

Republic of the Philippines

Thru: LINDO M. CAYADONG

Thank you very much and more power!

JONATHAN S. DELA PEṄA, PhD, CESO V

TITLE PAGE …………………………………………… i

RECOMMENDING APPROVAL SHEET …………………… ii

APPROVAL SHEET …………………………………………… iii

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

II LITERATURE REVIEW ………………………………………. 3

III RESEARCH QUESTIONS ……………………………… 9

IV SCOPE AND LIMITATIONS ....…………………….……… 10

IV RESEARCH METHODOLOGY ……………………...……… 10

B. Data Collection ……………………………………… 11

AND RECOMMENDATIONS ……………………… 12

VI. DISSEMINATION AND ADVOCACY PLANS ……. 22

VII. REFERENCES …………………………………………….. 23

VIII. FINANCIAL REPORT ……………………….……………. 26

IX. APENDICES ……………………………………………….. 27

A. PERMISSION LETTER ……………………………….. 27

E. DECLARATION OF ANTI-PLAGIARISM ……… 31

F. DECLARATION OF ABSENCE OF CONFLICT

H. CURRICULUM VITAE ………………………………. 34

The 2009 Department of Education Order No. 72 defines inclusive education

indigenous peoples; and learners in difficult circumstances, such as geographical

isolation, chronic illness, abuse, or displacement due to armed conflict, urban

resettlement or disaster as target groups of inclusive education.

Inclusive Education is a learning approach where children with and without

even separate schools.

Inclusive education is when all students, regardless of any challenges they

own neighborhood schools to receive high-quality instruction, interventions, and

Inclusive education is a tactic and a process that supports and welcomes

providers of information. Indeed, according to UNICEF, inclusive education is the

develop the skills they need to thrive.

international commitment to ensure Education for All (EFA).

The study aimed to determine the readiness of the schools in Balingasag

North District in the implementation of inclusive education. This is to establish further

necessity of inclusive education in the regular public schools in the district.

implementations of inclusive education will be beneficial to the learners and

II. LITERATURE REVIEW

Inclusive Education as define by DepEd Order no. 44 series of 2021 refers to

a process of addressing and responding to the diversity of needs of all learners by

education. It involves accommodation, modification, adaptation, and individualization

responsibility to educate all children. It also focuses on achieving quality education

refer to those who have long-term physical, mental, intellectual or sensory