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Summary
36
Chapter 1

INTRODUCTION

Background of the Study

12
Inclusive education is essential for meeting the needs of all students, including those
80
with disabilities, in mainstream schools. Its successful implementation ensures equal

access to education and enables students to reach their full potential. International

laws such as the UNCRPD and the SDGs recognize inclusive education as a basic

human right.
4
The attitudes and awareness of teachers, students, parents and stakeholders in the
33
school community play a significant role in the effectiveness of inclusive education

programs.
9
In the Philippines, inclusive education focuses on providing equitable educational

opportunities to students regardless of ability, disability, gender, socioeconomic status,

ethnicity, or cultural background. Creates a supportive and accessible learning

environment.

The Philippine government recognizes the importance of inclusive education through

53
laws such as the Philippine Constitution of 1987, the Magna Carta for Persons with

Disabilities, and the Department of Education's Inclusive

Education Policy Framework.

100
Balete Central School, in line with the vision of the Department of Education, is

committed to accommodating all students, including those with disabilities. The school
have implemented an inclusive education program that addresses four disabilities:

ASD, LD, ID, and ADHD. However, challenges such as limited resources, facilities,

and training remain, along with a lack of awareness among educators, parents, and

communities.
110
Based on these circumstances, the researcher aims to study the level of awareness

and attitudes towards the inclusive education program at Balete Central School. The
8
study seeks to better understand the program and propose an action plan to address

challenges and obstacles.

Statement of the Problem

8
The following shows the research aim, research questions, and research hypothesis of

the study.

Research Aim

The study aimed to examine the Balete Central school’s community awareness and
1
attitude toward inclusive education for learners with disabilities. The issues and
1
concerns relative to the implementation of inclusive education were studied by hearing

the sentiments of the teachers and other concerns

through teacher-made questionnaires. Results served as the starting point for the

school in its organization, administration, and management of issues concerning the

71
education of learners with disabilities.
Research Questions

The main purpose of the study was to find out the level of the school’s community
124
awareness and attitude on the inclusion of learners with disabilities.
76
Specifically, the study sought to answer the following questions:
51
What is the level of school’s community awareness on inclusive education with regards

to:

concept,

policy,

structures and system,

practice.

What is the level of attitude of the school’s community in inclusive education program

in terms of:

curriculum modification, and

instructional adaptation?
40
Is there a significant relationship between the level of awareness and the level of

attitude of the school’s community on the inclusive education program?

5
Based on the findings of the study, what proposed action plan can be done to elevate
70
the awareness and attitude of the school’s community on the inclusive education

program?

58
Research Hypothesis
Based on the questions formulated in this study, the null hypothesis was tested:

1. There is no significant relationship between the level of awareness and the attitude
15
of the school’s community on the inclusive education program.

18
Significance of the Study

This study was conducted to reveal facts and information that were of importance to

the school community.

31
School Administrators. The result of this study will serve as the baseline for the

administrators to determine the issues and concerns regarding inclusive education.

The proposed action plan will also serve as a guide for school administrators,
33
policymakers, and other stakeholders in promoting inclusive education in schools.

Teachers. The findings of this study will be used to help teachers enhance their

awareness and attitude toward teaching learners with disabilities (LWD), as well as

faculty development and programs. This will assist them in

understanding the position they play in the DepEd and become role models for the

learners and institutions with which they are associated.

22
Learners. This research will be important for both regular learners and learners with

special needs and because it helps them to have a detailed analysis of everything.
2
With the proper in-depth analysis of values diversity and the unique contributions each

learner brings to the classroom, they will learn to respect each individuality.

Parents. This research will benefit learners’ parents to influence their children’s
 98
learning and development during their lifetime so that all children have the right to

education whether they have disabilities or not.

Future Educators. They will be one of the beneficiaries of this research which will serve

as a guide in identifying academic measures that are suited in an inclusive classroom

to be used in their future jobs as teachers.

118
Future Researchers. This will help as a guide for those who will conduct similar
3
studies, inform action, prove a theory, and will contribute to the existing literature on

inclusive education.

5
Scope and Limitations of the Study

This study focused on the level of awareness and attitudes of the school’s community

towards inclusive education programs in Balete Central School, Balete, Batangas. The

study used descriptive survey design, and data were

collected using a survey questionnaire. The study involved school teaching and non-

teaching personnel, learners, and parents as respondents. However, the study did not

cover all the school’s community members, and the sample size was limited to 192
2
respondents only. The study was also limited to the awareness and attitude of the
37
respondents towards inclusive education and did not include an assessment of the

implementation of inclusive education programs in schools.

31
Chapter 2

Review of Related Literature and Studies

This chapter contains the number of relevant literature and studies that have
132
bearing on the present study. To gather vital information on related literature and
126
studies, an in-depth survey and readings were made by the researcher.

Related Literature and Studies

93
Awareness of the Inclusive Education Concept

One of the essential aspects of inclusive education is the role of teachers. Hwang et al.
10
(2018) investigates the relationship between teachers' awareness of inclusive
12
education and their attitudes towards inclusion in South Korea. The results showed

that teachers' awareness of inclusive education is positively related to their attitudes

54
towards inclusion. The study also found that teachers' attitudes toward inclusion were
3
positively related to their intention to implement inclusive education in their classrooms.
3
This study the importance of raising awareness and understanding of inclusive
43
education among teachers to promote positive attitudes and effective implementation

of inclusive education in South

Korea.
 12
Parents also play a vital role in inclusive education. Several studies have examined

parents' awareness of inclusive education, and the results have been mixed. Qian and

Walker (2014) found that parents' awareness of inclusive education was positively

associated with their support for inclusive practices. However, Janus et al. (2018)

found that parents' awareness of inclusion had little significant effect on their attitudes

towards inclusion.
18
Students are the primary beneficiaries of inclusive education. Wang et al. (2016)

examined the effects of various factors on students' attitudes toward inclusion,

12
including their awareness of laws and contact with students with disabilities. The
12
results showed that pupils' awareness of inclusive education was positively associated

with their attitudes towards inclusion.

In addition, Kim and Lee (2018) found that students who received inclusive education

were more aware of the concept than those who did not. This study suggests that
12
awareness of inclusive education is essential for students to understand the

importance of inclusion and develop positive attitudes towards it.

Inclusive education is not only related to the educational system but also to the whole

society. Terzi and Altun (2019) found that public awareness of inclusion could have
3
been hibernation was low because most participants were unfamiliar with the concept

of inclusive education and had limited knowledge. The study also found that level of

education and income were significant

predictors of awareness of inclusive education, with participants with higher levels of

education and income having higher levels of awareness. This study highlights the
 34
need for educational programs and awareness-raising efforts to promote

understanding and acceptance of inclusive education among the general public.

However, Eddy and Buys (2015) found that media coverage of inclusive education is
3
often negative, affecting public attitudes toward inclusion. These studies show a need

to raise awareness about inclusive education in the community to ensure acceptance

and support for inclusiveness.

33
While Fajardo's study (2019) provides an overview of the current state of inclusive

education in the Philippines, identifies its challenges, and provides recommendations

for improving its implementation. This study used a qualitative research design, and
96
data was collected through interviews with key experts in the field of education. As a
97
result, it was found that although the Philippine government has made efforts to
78
promote and implement inclusive education, challenges still need to be addressed to

ensure its full and effective implementation. These challenges include inadequate
9
resources and support, negative attitudes and misconceptions about learners with
14 25
disabilities, lack of teacher training and professional development, and lack of

awareness and understanding of inclusive education among stakeholders. This

research explores several strategies to address these challenges, including increasing

6
investment in inclusive education, providing training and professional development for

teachers, and recommending promoting awareness and understanding of inclusive

education among stakeholders.

22
Awareness of Inclusive Education Policy
 74
In terms of policies and legislation related to inclusive education, the Individuals with

Disabilities Education Act (IDEA) in the United States and the UNCRPD have played

significant roles in promoting inclusive education. Ainscow et al., (2016) and Rouse
113
and Florian (2017) argue that while policies and legislation can help promote inclusive

education, they can also create barriers and challenges that must be addressed.

Hedgaard-Sorensen and Grumloes (2020) examine the adverse effects of neoliberal

education policies prioritizing achievement. Despite the intention of Danish education

policy to promote inclusion and learning progress as similar goals, this study shows

that teachers tend to ignore inclusion, discrimination, and children's needs during

education. As a result, some children are deprived of activities in class. These children

are neglected and excluded from classroom activities, further inhibiting learning, and

impeding academic progress.

21
However, the European Agency for Special Aid and Inclusive Education (2016)

provides research and policy advice on inclusive education to European governments.

101
Their research shows that inclusive education benefits not only

learners with disabilities but all learners in the school community. They also found that

inclusive education leads to better academic performance, improved social skills, and

acceptance of diversity.
116
While the Journal of Research in Special Educational Needs (2019) published a

special issue on inclusive education, which includes research on implementing

95
inclusive education in different countries. Research has shown that the successful

implementation of inclusive education requires changes in teaching methods, teacher

training and school culture.
92
Hardy, I. and Woodcock, S. (2015) aim to analyze inclusive education policies from an

international and Anglo-American perspective, mainly as these policies reflect the

notion of inclusion within a neoliberal framework, "Focusing on How to Build.” This

13
study draws on critical policies from UNESCO and the Organization for Economic Co-
13
operation and Development (OECD), as well as selected policies from the United

States, Canada, the United Kingdom, and Australia. Research findings highlight
38
diverse approaches to inclusion within and across specific policy contexts. This study

suggests that it is possible and necessary to develop systematic, supportive and

38
inclusive policies to promote genuinely inclusive educational practices. However, this

article also notes that the need for more attention to issues of inclusion in policymaking

reflects the influence of neoliberalism on the policymaking process.

10
Additionally, Malet (2023) discusses the implementation of inclusive education policies
21
in France and the United Kingdom, emphasizing the influence of longstanding

conceptions, beliefs, and public discourses on schooling and learning. It argues that
9
the successful implementation of inclusive education requires reshaping the

understanding and practices of teachers. This study highlights the importance of

21
discursive support in reshaping the meaning and content of teachers' work, duties, and

practices. Inclusive education policies must be supported by a shift in how teachers

perceive their roles and responsibilities. This shift involves reconsidering traditional
35
notions of schooling and including children with diverse needs in mainstream
educational settings.

Moreover, the study of Boyle et.al (2020) indicates that educators who display a

favorable inclination towards inclusion tend to establish more regulated learning

environments, as opposed to their counterparts with less receptive attitudes towards

inclusion. Many research studies examining inclusion and student experiences tend to

overlook the significance of teachers' contributions. Therefore, it becomes crucial to

recognize the pivotal roles that teachers play in cultivating inclusive classrooms. Since

teachers serve as the starting point for implementing inclusion in schools, it becomes
47
imperative to ensure that they receive adequate support from the education system,

including access to suitable resources, supportive leadership, and effective policies.

Awareness of Inclusive Education Structures and Systems

23
Sandoval et.al. (2021) presents a comprehensive analysis of guides and tools related

to the implementation of inclusive education. It is to support schools in their efforts to

develop and improve their educational practices. The study thoroughly reviews the

guides, examining various aspects such as their purpose, inclusive perspective, target

audience, recommended stage of implementation, proposed action strategies,

underlying framework, reflective dimensions and indicators, as well as evaluation tools.

The conclusions emphasize the significance of utilizing and disseminating these

resources, fostering spaces for reflection within school communities.

According to Nel et. al. (2014), establishing sustainable collaborative partnerships

among various stakeholders within South Africa's inclusive education system remains
an ongoing challenge. The research aimed to explore teachers' perspectives on

collaboration within this system. The results reveal that educators still perceive

themselves as insufficiently trained and equipped to actively participate in collaborative

partnerships. Consequently, they tend to rely on external support structures and

professionals to assist learners facing learning barriers, rather than engaging in equal

collaborative efforts themselves.

While Altan (2020) emphasizes the need for an educational paradigm shift towards

inclusive education. The study argues for a comprehensive educational renewal that

fosters inclusivity and supports the success of all students,

irrespective of their individual differences. It calls for leveraging new possibilities

arising from technological advancements and emphasizes the importance of creativity

and effectiveness in addressing diverse learning needs. The goal is to create an

equitable, inclusive, and socially just world through education.

However, implementing inclusive education structures and systems is also associated

with challenges. Moberg and Thurlow (2014) found that teachers often need more

training and resources to teach in inclusive classrooms effectively. Similarly, a study by

Slee and Weiner (2018) revealed that awareness towards inclusive education varies
27
widely among teachers, which can impact the success of inclusive education

programs.

Awareness in Inclusive Education Practice

10
Capp (2017) research states that Universal Design for Learning (UDL) is frequently
advocated as an inclusive instructional approach aimed at supporting the diverse

student population found in contemporary classrooms. UDL achieves this objective by

99
adopting a proactive planning approach that takes into consideration the various

potential needs of students, pushing the boundaries of classroom design. The findings

of the analysis indicate that UDL serves as an effective teaching methodology,

enhancing the learning experience for all students.

Additionally, Llopart and Esteban-Guitart (2018) aims to provide a

81
comprehensive analysis of the existing literature on the application of the Funds of

Knowledge (FoK) approach in education. The FoK approach aims to address the
72
prevalent deficit perspective in education by focusing on improving relationships

between families and schools and by designing curricular activities that are culturally

sensitive and contextually relevant. The review seeks to summarize the key findings

and themes in the literature, identify any tensions or challenges that arise in

implementing the FoK approach, and explore potential areas for further research and

development. The FoK approach is defined as encompassing the strategies, skills,

ideas, and practices that households have historically developed and accumulated,

which are essential for their functioning and well-being.

Additionally, Lalvani (2013) conducted a qualitative study in the USA that aims to
91
explore teachers' perspectives on the education of students with disabilities, with a
15
specific focus on their conceptualizations of inclusive education. The findings reveal

diverse interpretations of inclusive education among teachers and indicate that their

support for inclusive practices is influenced by their understanding and

 19
conceptualization of this approach. Most teachers held beliefs about the education of

students with disabilities that aligned with prevailing educational discourses,

19
emphasizing the perceived differences of certain students and an uncritical acceptance

of implicit assumptions in special education. These findings underscore the necessity

for a fundamental shift in

teacher education, moving away from deficit-oriented models and towards an

encompassing understanding of inclusive education that is intricately connected to the

principles of social justice.

Attitude on Curriculum Modification

Vargas et. al. (2013) found that curriculum modification improved academic outcomes

for learners with learning disabilities.

Technology can also play a role in curriculum modification in inclusive education. For

example, digital learning tools can provide customized and accessible learning

experiences for learners with diverse needs (Rao, 2014).

While curriculum modification has many benefits, there are also challenges associated

with this approach. One of the main challenges is ensuring that the modified curriculum

aligns with state and district standards. Several factors can influence the use of

curriculum modification. These include teacher knowledge and skills, access to

47
resources and support, and school and district policies and culture (National

Association of State Directors of Special Education, 2017).

And Hemayattalab et.al. (2013) examined two groups of respondents, the self-
controlled and yoked group. The findings suggested that incorporating self-controlled

feedback into physiotherapy programs for children with cerebral palsy can enhance

their motor skills and promote independence in movement. This

26
study shows that curriculum modification is needed to create an environment that

facilitates the improvement of learners with disabilities.

Attitude on Instructional Adaptation

Mazzoni and Gambini (2019) found that instructional adaptation can significantly

improve student learning outcomes. The study looked at how teachers adapted their
22
instruction to meet the needs of learners with learning difficulties and found that these

adaptations improved academic achievement.

Though technology can also play a role in instructional adaptation. Adaptive learning

technologies can use data on learners' performance to adjust real-time instruction

(Kulik, 2016). This approach can help personalize learning and provide immediate

feedback to learners, leading to improved learning outcomes.

Another challenge is ensuring that adaptations are equitable and do not lead to lower

expectations or different treatment for learners with disabilities (Salend & Duhaney,

2017). This study requires careful planning and collaboration among teachers and

other stakeholders.
28
Furthermore, Casale-Giannola et. al. (2017) found that teacher collaboration and
28
shared decision-making were essential factors in the successful implementation of

instructional adaptation in inclusive classrooms and that teachers who reported higher
levels of collaboration and shared decision-

making were more likely to report successful implementation of instructional

111
adaptation. The authors discussed the study's implications for teacher education and

professional development and the importance of ongoing support for collaboration.

They shared decision-making in ensuring effective instructional adaptation in inclusive

classrooms.
82
In the study of Dessemontet (2019), systematic phonics instruction is effective for

teaching decoding skills to students with intellectual disabilities (ID) like typically

developing children. However, students with ID, especially those with moderate or

severe ID, may require more time to learn decoding skills. Intensive instruction can still

benefit them, although teaching reading skills to students with ID, particularly those

with moderate and severe ID, presents significant challenges. But further research is

needed to refine the understanding of how to optimize systematic phonics instruction

for students with ID, considering factors such as age, language proficiency,

communication skills, reading levels, and severity of limitations.

Awareness and Attitude towards Inclusive Education

4
Venkatesh M.R. & Nalini N. (2018) investigates the awareness and attitudes of pre-
122
service teachers towards inclusive education in India. This study suggests that pre-
85
service teachers have a moderate level of awareness and positive attitudes towards

inclusive education, highlighting the importance of

teacher education programs to increase awareness.
89
While Maundeni (2016) published a study that explores the awareness and attitudes of

secondary school teachers towards inclusive education in Botswana, results show that
131
educators have a favorable perspective on inclusive education. However, they must
14
gain the necessary knowledge and skills to implement inclusive practices effectively.
34
Moreover, Lam (2018) published a study examining parents' attitudes towards
43
inclusive education in Hong Kong. The findings suggest that parents have a positive

attitude towards inclusive education but are concerned about the education their

children will receive at a high level in an inclusive classroom.

59
According to Adebiyi, S. A. & Ibikunle, C. O. (2016), learners in Nigeria have a positive

attitude towards inclusive education but need more awareness about the concept and
59
its benefits. They found that while learners generally had a positive attitude towards

inclusive education, they needed more knowledge and understanding. The authors

discuss the study's implications for promoting inclusive education in Nigeria and

highlight the need for ongoing education and awareness-raising among learners to

ensure they are prepared to participate effectively in inclusive classrooms. The study's

conclusions include suggestions for enhancing student education and supporting

inclusive education in Nigeria.

3
Agustin (2018) aimed to investigate parents' attitudes towards inclusive education in
105
public schools in Metro Manila, Philippines. Results of the study

showed that most parents had positive attitudes towards inclusive education and
28
believed it could benefit their children's academic and social development. However,
 4
the study also revealed that there were still some concerns and challenges that

needed to be addressed in implementing inclusive education in public schools. The

7
research emphasized the importance of collaboration among stakeholders in

promoting and advancing inclusive education in the Philippines.

4
Another study has been conducted in the Philippines by Estefano (2017). This study

aimed to investigate the attitudes and perceptions of public elementary school

28
teachers towards inclusive education in the Philippines. The results showed that most

of the teachers had positive attitudes towards inclusive education and perceived it as
4
beneficial for both learners with and without disabilities. However, the study also
3
revealed that there were still some challenges and concerns that needed to be
49
addressed in implementing inclusive education in the Philippines, such as a lack of

resources and support, inadequate training, and negative attitudes towards learners

with disabilities among some teachers. The research emphasized the need for
1
continuous professional development and teacher training to enhance their knowledge

and skills in implementing inclusive education.

Learners with Disabilities

Makura, T. M., & Makura, M. L. (2016) analyze various approaches to

1
inclusive education, including the medical, social, and human rights models. This study
1
explores the challenges faced by learners with disabilities in accessing education, such

as discrimination, stigmatization, and lack of resources. It highlights the importance of

88
adopting a human rights approach to inclusive education, which recognizes the right of
all learners to access education on an equal basis. The authors argue that this

approach requires a shift in attitudes towards learners with disabilities, from seeing

them as passive recipients of care to recognizing them as active participants in the

learning process. The article also emphasizes the need for collaborative efforts

between stakeholders, including policymakers, educators, parents, and learners, to

15
promote inclusive education. The authors also review the positive aspects of inclusive

education for learners with disabilities, including improved academic outcomes, social

inclusion, and enhanced self-esteem. They also address the concerns raised by some

critics of inclusive education, such as the potential negative impact on non-disabled

learners and the perceived high costs of providing accommodations and support

services.

While De Souza, M.B. et al. (2016) provide a comprehensive literature review on

assistive technology (AT) for individuals with intellectual disabilities. The authors

explore the definition and concept of intellectual disability and the different types of AT
25
available for this population. This study emphasizes the importance of AT in supporting

the independence and autonomy of individuals

with intellectual disabilities. The authors discuss various types of AT, including

augmentative and alternative communication devices, adaptive daily living equipment,

and computer-based learning and cognitive support programs. They also explore the

benefits and limitations of different types of AT and the factors that influence their

successful implementation. The authors also address the ethical considerations

associated with using AT for individuals with intellectual disabilities, including issues
related to informed consent, privacy, and control over the use of technology. They

argue that AT should be seen as a tool to support individuals' rights and choices rather

than replace human support and interaction.

Makura, M. L., & Makura, T. M. (2015) comprehensively reviews the literature on

autism and inclusive education. The authors explore the definition and concept of
6
autism, as well as the challenges faced by individuals with autism in accessing

education. This study explains the adoption of a holistic approach to education for

individuals with autism, which recognizes this population's complex and varied needs.

The authors discuss various strategies for promoting inclusive education for individuals

with autism, including using visual supports, sensory accommodations, and social

skills training. They also explore the benefits and limitations of different approaches to

inclusive education, such as the use of mainstream classrooms versus specialized

settings. The study addresses the role of educators, parents, and peers in promoting

social inclusion and positive

outcomes for individuals with autism. They argue that collaborative efforts between
27
various stakeholders are essential for ensuring the success of inclusive education for

this population.

However, Agrawal, S., & Pal, A. (2017) discuss the potential benefits of ICTs for

individuals with disabilities, including increased access to education, employment, and

social opportunities. The authors also examine the barriers to ICT use faced by

individuals with disabilities, including issues related to accessibility and usability. They

review different types of ICTs that have been developed to address these barriers and
discuss the challenges of implementing these technologies in real-world settings.

Moreover, this explains the ethical and social considerations associated with using

ICTs by individuals with disabilities, including privacy, access, and social inclusion

issues. They argue that ICTs have the potential to promote the independence,

autonomy, and participation of individuals with disabilities but that principles of ethical

and inclusive design should guide their use.

60
Relevance of Related Literature and Studies to the Current Study

The related literature and studies were highly relevant to the current study. because

they provide a foundation for the study and help to contextualize it within the broader

scholarly discourse.

The current study shared similarities with the study conducted by Terzi

10
and Altun (2019) in terms of its emphasis on public awareness of inclusive education

and the importance of educational programs and awareness-raising initiatives. Both

studies recognize the significance of promoting understanding and acceptance of

inclusive education within the broader community. By addressing public awareness,

these studies highlight the need for efforts to enhance knowledge and perceptions

about inclusive education among various stakeholders in the community. The aim is to
7 9
foster a supportive and inclusive environment that embraces the principles of inclusive

education and ensures equal opportunities for all students, regardless of their diverse

needs and backgrounds. Through their focus on community engagement and

education, these studies contribute to the broader goal of building inclusive societies
that value and prioritize inclusive education for the benefit of all learners.

Somehow, this study was comparable to the study of Agustin (2018) in terms of

highlighting the challenges and concerns associated with implementing inclusive

education within public schools. It underscores the significance of collaboration among

various stakeholders involved in promoting and advancing inclusive education in the

context of the Philippines. Both studies shed light on the complexities and obstacles
9
faced in ensuring the effective implementation of inclusive education practices.

By addressing these challenges, the studies emphasize the need for collaborative

efforts among stakeholders, including school personnel, learners,

parents, and other school-community members. The focus on collaboration

underscores the importance of a collective approach in driving sustainable change and

creating inclusive environments within public schools. This entails fostering

partnerships, sharing knowledge and resources, and working together to address

barriers and enhance inclusive practices.

3
Furthermore, these studies contribute to the broader discourse on inclusive education
44
by raising awareness about the importance of inclusive practices, advocating for policy

changes, and promoting a shift in attitudes and perceptions towards inclusive

education. By examining the challenges and emphasizing collaboration, these studies

aim to pave the way for improved implementation and the creation of inclusive
27
educational settings that cater to the diverse needs of all learners.

Theoretical Framework
This study is supported by the framework for evaluating inclusive education systems

with four interrelated elements (Echeita Sarrionandia, 2011). The first element is a

concept. This element includes the attitudes and beliefs of educators, parents, and

other stakeholders towards inclusion. It involves examining stakeholders' values,

expectations, and perceptions regarding the participation of all learners in the

educational system. The second is policy. This element includes policies, legislation,

and resources supporting inclusive

education implementation. This element examines the legal frameworks, budget

allocations, and institutional structures that facilitate inclusive education practices.

Third, structures and systems. It involves designing a flexible and adaptable curriculum
37
to meet all learners' needs, including those with disabilities or other special needs.
7
Fourth is practice. This element refers to the impact of inclusive education on learners'

academic, social, and emotional outcomes. It involves examining the performance and

well-being of learners in inclusive settings, as well as their level of engagement and

satisfaction with their educational experiences. It also involves creating a culture of

inclusion within schools, where diversity is celebrated, and differences are seen as

assets rather than liabilities.

62
Figure 1. Framework for the Evaluation of Inclusive Educative Systems

(Source:Echeita Sarrionandia & Ainscow, 2011, p. 37)

Conceptual Framework

The researcher comes up with the following figure that illustrates the paradigm of the

study.

The first box encompasses the variables of concept, policy, structure and system, and
61
practice, all relating to the awareness of inclusive education. A concept as variable
3
refers to the understanding and knowledge of what inclusive education entails. It

involves recognizing the value of diversity and promoting an inclusive mindset among
7
educators, administrators, and the wider community. At the same time, policies are
crucial in supporting inclusive education. Inclusive education policies provide
7
guidelines and regulations that ensure equal opportunities and support for all learners.

Policies can shape the implementation of inclusive practices within educational

systems.

Moreover, structure and system refer to educational institutions' physical and

organizational aspects. It involves creating an inclusive physical environment, such as

accessible buildings and facilities, and developing administrative structures supporting

inclusive practices. Lastly, practice as a variable focuses on implementing inclusive

education in classrooms. It involves adopting teaching strategies, providing appropriate

accommodations and support, and fostering an inclusive learning environment.

The second box contains variables related to the level of attitude towards the inclusive

education program. Specifically, it includes curriculum modification

and instructional adaptation. Curriculum modification involves adjusting content,

instructional materials, and assessment methods to ensure students with varying

abilities can access and engage with the curriculum effectively. In contrast, the variable

instructional adaptation pertains to the flexibility and adaptability of teaching methods

and approaches. Educators need to modify their instructional strategies to

accommodate all students' diverse learning styles, abilities, and strengths. It may
26
involve differentiated instruction, personalized learning plans, and individualized

support.

The variables in the first box (awareness) and the second box (attitude) are tested to
2
determine if there is a significant relationship between them. The level of awareness of
inclusive education, including understanding the concept, being aware of relevant

policies, having suitable structures and systems, and implementing inclusive practices,
3
can influence educators' attitudes towards inclusive education.
54
An action plan can be developed to elevate the implementation of inclusive education

programs by examining the relationship between awareness and attitude.

Figure 2. Research Paradigm on Level of School Community’s Awareness and Attitude

on the Inclusive Education Program: Basis for Proposed Action Plan

5
Operational Definition of Terms or Variables

For further understanding, the researcher defined the corresponding words used in this

study:

Attitude. In this study, this word refers to the overall evaluation, opinions, and
3
willingness of the school community members to embrace and support inclusive

education practices. It encompasses their thoughts, feelings, and behaviors regarding

3
implementing inclusive education within the school environment.

114
Awareness. It refers to the extent to which the school community members (educators,

administrators, parents, and other stakeholders) possess knowledge, understanding,

and familiarity with inclusive education's concepts, principles, and practices.

Concept. In this study, the word "concept" represents the level of understanding and

knowledge regarding inclusive education. It encompasses recognizing the importance

of diversity and promoting an inclusive mindset among educators, administrators, and

the broader community.

 3
Curriculum Modification. It refers to adjusting content, materials, and assessments to

ensure that all students can effectively access and engage with the curriculum,

regardless of their abilities.

Inclusive Education Program. This word refers to the specific initiatives, policies, and

practices implemented within a school community to promote inclusive education. This

program may include strategies such as curriculum modifications, instructional

adaptations, support services, and inclusive classroom practices.

Instructional Adaptation. In this study, instructional adaptation is defined as modifying

26
teaching methods, including differentiated instruction, personalized learning plans, and
90
individualized support. It is done to provide learners with equal access to the

curriculum and to allow them to process and demonstrate what has been taught to

meet students' diverse needs and abilities.

66
Learners with Disabilities (LWDs). It refers to learners requiring additional support and

adaptive pedagogic methods due to long-term physical, intellectual, or sensory

impairments.

Policy. The term "policy" in this study refers to rules, guidelines, or principles that guide

actions and decisions in a specific area. Here, it refers to the rules or guidelines for

inclusive education.
1
Practice. The word "practice" in this study indicates that inclusive education is not just

a theoretical or abstract concept, but something put into action and applied in natural

educational settings. It highlights the importance of implementing inclusive education

principles to ensure equitable and inclusive learning opportunities for all students.
Relationships. This word refers to how two things are connected, such as the
24
awareness and attitude of teachers towards the inclusion of learners in a regular

setting.
35
School community. The stakeholders who play a crucial role in implementing inclusive

education programs in schools include teachers, learners, parents, and other members

of the school staff.

School Head. This word refers to the principal or the school administrator responsible

for the administration and implementation of the school's educational program.

Structure and System. In this study, "structure and system" refers to the

organizational framework and the established processes or mechanisms that support

implementing inclusive education. It denotes the structural components and systemic

arrangements that enable inclusive education to be effectively carried out.

52
Chapter 3

METHODOLOGY

This chapter presents and explains the research design, the respondents of the study,

the research locale, the research instrument used, and the data gathering procedures.
17
It also discusses the statistical treatment and interpretation of the data.

Research Design
17
This study utilized the descriptive correlational method of research. Penwarden (2014)

claimed that the descriptive method gathers quantifiable information that can be used

for statistical inference on the target audience through analysis.

 18
Since the study dealt with the level of awareness and attitudes toward inclusive
17
education programs, the researcher used the descriptive quantitative method. The

descriptive was used for data collected frequencies, averages and other statistical

calculations to analyze and assess the school community's current awareness and

attitudes and develop an action plan.

8
Population and Sample

The respondents of this study were from Balete Central School, Balete District, Area 3

Division of Batangas. Balete Central School is composed of twenty (20) teaching and

two (2) non-teaching personnel, twenty-two (22) parents of LWDs, one hundred four

Grade 4 parents, and one hundred four Grade 4 learners (104), with a total of two

hundred fifty-two (252) individuals.

The researcher used Slovin's formula with a 0.5 margin of error and came up with

hundred ninety-two (192) individuals in the school community as respondents to the

study.
16
Table A

Frequency Distribution of the Respondents of the Study

Respondents

Population

Sample Size
Teaching Personnel

20

15

Non-Teaching Personnel

Parent of LWDs

22

17

Parent of Grade 4 Learners

104

79

Grade 4 Learners

104

79

TOTAL

252

192

The respondents in this study were individuals within the school community who

provided their opinions, attitudes, and awareness levels regarding the inclusive

education program. It includes teachers, school administrators, students, and parents.

Their role was to participate in the study by sharing their perspectives through teacher-
made questionnaires. The study

aimed to assess the current awareness and attitudes toward inclusive education by

gathering their input.

Research Locale

Inclusive education is being implemented at Balete Central School. It is the only school

in the entire District of Balete that offers a Special Education program. The school

accommodates learners with different categories of disabilities. Therefore, the

2
researcher found it necessary to examine the level of awareness and the attitude of

the school community toward inclusive education programs and determine if there is a
50
correlation between the two variables. It is the perfect location for the study because
50
the researcher got important information, different ideas, and distinct opinions from real

experiences on inclusive education. It became the basis for creating a proposed action

plan that will help enhance the awareness of inclusive education and gain positive

attitudes toward inclusive education programs.

 73
(Photo from Map of the South:

https://www.facebook.com/photo.php?fbid=261227559345413

&set=a.229538772514292&type=3&theater)

Figure 3. Map of Balete, Batangas highlighting Balete Central School

Method or Procedure
43
Upon obtaining the validity and reliability of the research instrument and the panelists'
36
approval, the researcher asked the permission of the Division Superintendent to

conduct the study through a letter request. When permission was granted, the

researcher informed the District Supervisor down to the School Head to administer and

distribute the questionnaire and gave the schedule for the retrieval of the

questionnaire.

As mentioned in this study, the teacher-made questionnaire was used as a data-

gathering tool. The questionnaire was attached with a cover letter of request

addressed to the respondents and sought their cooperation in this study. On the other

hand, the questionnaire proper was provided with a clear direction to guide the

respondents in filling it out.

After data gathering, results were presented, analyzed, and interpreted using the

correct statistical tools.

 Instruments
41
Sugiyono (2015) cited that a research instrument is a measuring tool such as tests,

questionnaires, interview guides, and observation guidelines used by researchers to

collect data in a study. The data collection was conducted through a survey method

and was administered to the respondents without manipulating the subject. A cross-

sectional approach was used to get the data.

The teacher-made questionnaire was subjected to validation. The three experts who

validated the questionnaire were a Statistician, a Doctor of Education, and a Special

Education Teacher. These experts gave comments and suggestions to modify and

correct the research questionnaire.

The researcher used the Likert scale and the floating questionnaire to gather
2
information specifically on the level of awareness and attitude toward inclusive

education programs. The questionnaire can be found in Appendix A.

104
Statistical Treatment
84
The researcher used the following statistical techniques and procedures to analyze

and interpret the data gathered from the respondents.

A. Mean and Standard Deviation and Rank. This tool was used in SOP number 1 and

2 to determine the objective measure of responses in terms of the level of awareness

and attitude of the participants.

Mean Standard Deviation

13 13
To measure the evaluation of the respondents on the items raised in the study, the
13
Likert-type scale was applied. This was presented in terms of weighted means with

their corresponding descriptive equivalents.

Scale Range Interpretation

83
4 3.50-4.00 Strongly Agree (SA)

3 2.59-3.49 Agree (A)

2 1.50-2.49 Disagree (D)

1 1.00-1.49 Strongly Disagree (SD)

40
B. Pearson Correlation Coefficient – r – This tool was used in SOP number 3 to test

the significant relationship between the level of awareness and the level of attitude of

Balete Central School’s community towards inclusive education programs. It was put

into a program called SPSS to make data analysis quicker and easier, which

automatically did all the statistical calculations.

or
67
Chapter 4

Presentation, ANALYSIS, Interpretation of Data

This chapter presents the study's results and their corresponding interpretations. The

data was carefully analyzed and interpreted to facilitate the derivation of conclusions

and recommendations from the research.

2
1. Level of school awareness on inclusive education.
2
1.1 Level of school awareness on inclusive education with regards to Concept
121
For ratings for the level of school awareness of inclusive education regarding the
6
Concept, the item “Inclusive education provides opportunities for learners with
5
disabilities to learn alongside their peers without disabilities.” achieved the highest
6
mean rating of 3.42 (SD=0.47, VI= Agree). Inclusive education provides opportunities
7
for learners with disabilities to learn alongside their peers without disabilities is an
53
essential concept in inclusive education because it promotes equality and fosters a
sense of belonging among all students, regardless of their abilities or disabilities.

8
Table 1.1

Summary of ratings for level of awareness on inclusive education with regards to

Concept

Concept

Mean

SD

VI

Rank

Inclusive education is important for creating a more equitable and just society.

2.88

0.62

Agree

9
7
All learners, regardless of their abilities, have a right to access education.

3.35

0.69

Agree

2
7
Inclusive education helps to foster a sense of community and belonging among all
learners.

3.16

0.54

Agree

4
6
Inclusive education provides opportunities for learners with disabilities to learn

alongside their peers without disabilities.

3.42

0.57

Agree

1
10
Inclusive education is beneficial for all learners, not just those with disabilities.

3.00

0.66

Agree

Inclusive education should be a priority in the educational system.

3.09

0.55

Agree

Inclusive education requires a collaborative effort between teachers, learners, and

parents.
2.97

0.45

Agree

Inclusive education should be supported by adequate resources and funding.

3.09

0.61

Agree

Inclusive education requires specialized training for teachers and support staff.

2.89

0.74

Agree

Inclusive education is essential for promoting diversity and respecting individual

differences.

3.26

0.53

Agree

Overall Mean

3.11
Agree

7
The item “All learners, regardless of their abilities, have a right to access education”
5
received a mean rating of 3.35 (SD=0.69, VI= Agree). There must be full awareness of
7
the Concept that all learners, regardless of their abilities, have a right to education to

ensure equal opportunities for every individual and uphold their fundamental human

rights.

The item “Inclusive education is essential for promoting diversity and respecting
94
individual differences.” obtained a mean rating of 3.26 (SD=0.53, VI= Agree). It is

recommended that everyone be aware that inclusive education is essential for

promoting diversity and respecting individual differences to foster an inclusive and

accepting society where all person's unique qualities are valued and celebrated.
11
The item “Inclusive education helps to foster a sense of community and belonging
5 11
among all learners.” has a mean rating of 3.16 (SD=0.54, VI= Agree). Inclusive

education helps to foster a sense of community and belonging among all learners

since it encourages collaboration, empathy, and mutual support among students,

creating an inclusive learning environment where everyone feels accepted and valued.

The item “Inclusive education is important for creating a more equitable and just
5
society.” received the lowest mean rating of 2.88 (SD=0.62, VI= Agree). Dissemination

of the concept that inclusive education is important for creating a more equitable and

just society should be made such that it raises awareness about the societal benefits
of inclusion, promotes equality of opportunities, and challenges discriminatory

practices, ultimately leading to a fairer and more just society for all.

The level of school awareness on inclusive education with regards to Concept

42
garnered an overall mean rating of 3.11 (VI= Agree). This indicates

that while there is a moderate level of awareness, there is still room for improvement in
87
enhancing understanding and implementation of inclusive education principles, which

can contribute to a more inclusive and equitable educational system benefiting all

learners (Wang et al., 2016).

1.2. Level of school awareness on inclusive education with regards to Policy

8
Table 1.2

Summary of ratings for level of school awareness on inclusive education with regards

to Policy

Policy

Mean

SD

VI

Rank

Inclusive education policy can benefit learners with disabilities.

2.83

0.60

Agree

10
Inclusive education policy can benefit learners without disabilities.

2.95

0.69

Agree

8.5

Inclusive education policy can benefit school community as a whole.

2.95

0.65

Agree

8.5

Policies related to inclusive education are adequately implemented in school.

3.02

0.61

Agree

7
48
The policies in school encourage the involvement of parents and families in the

implementation of inclusive education practices.

3.10

0.73

Agree

4
11
The policies in school provide adequate support for students with disabilities or special

needs.
3.08

0.60

Agree

5
11
The policies in school promote equal opportunities for all learners, regardless of their

background or abilities.

3.23

0.65

Agree

3
22
The Inclusive Education Policy has been implemented effectively in my

school/community.

3.36

0.65

Agree

The Inclusive Education Policy has increased awareness and understanding of

diversity and inclusion in my school/community.

3.06

0.76

Agree

The Inclusive Education Policy has positively impacted the overall school/community
 culture.

3.32

0.55
103
Agree

Overall Mean

3.09

Agree

According to the table, the highest mean rating is achieved by statement number 8
64
with a mean rating of 3.36: "The Inclusive Education Policy has been implemented

effectively in my school/community". This indicates that the majority of respondents

agree that the policy has been implemented effectively, suggesting a positive
1
implementation of inclusive education practices in the school or community.
11
Statement number 7: "The policies in school promote equal opportunities for all

learners, regardless of their background or abilities" received a mean rating of 3.23.

This implies that there is recognition and support for equal opportunities among
20
students, irrespective of their backgrounds or abilities. It highlights the importance of

inclusive education in promoting fairness and equity.

The item number 10: "The Inclusive Education Policy has positively impacted the
overall school/community culture" obtained a mean rating of 3.32. This indicates that

the policy has had a positive influence on the culture within the school or community,

suggesting that inclusive education practices have contributed to a more inclusive and

accepting environment.

Additionally, statement number 2: "Inclusive education policy can benefit learners

without disabilities" and number 3: "Inclusive education policy can benefit school

community as a whole" both received mean ratings of 2.95. These ratings suggest that
30
there is some recognition of the benefits of inclusive education for both learners

without disabilities and the school community.

The statement with the lowest mean rating is item 5 with a mean rating of 3.10: "The
48
policies in school encourage the involvement of parents and families in the

implementation of inclusive education practices". This suggests that there may be a

44
need to enhance parental and family engagement in the implementation of inclusive

education practices. Increased involvement of parents and families can contribute to

42
better support and understanding of inclusive education principles.

The overall mean rating is 3.09 that indicates a moderate level of agreement regarding

the level of implementation and impact of inclusive education policies. This suggests

that there is room for improvement in certain areas, such as parental involvement and
57
the awareness and understanding of diversity and inclusion. To improve the

effectiveness of inclusive education policies, it may be beneficial to focus on enhancing

4
parental engagement, providing further support for students with disabilities or special

needs, and promoting a deeper understanding of diversity and inclusion within the
school or community.
36
Research supports the potential benefits of inclusive education policies for learners

with and without disabilities, as well as for the school community. Boyle et al. (2020)
7
found that inclusive education policies positively impact the attitudes and perceptions

of both students with and without disabilities. Ensuring adequate support for teachers

in the education system is crucial, considering their pivotal

role in initiating inclusive practices within schools. This support should encompass

providing them with appropriate resources, fostering supportive leadership and

parental involvement, and implementing effective policies.

1.3. Level of school awareness on inclusive education with regards to Structures and

System.
8
Table 1.3

Summary of ratings for level of school awareness on inclusive education with regards

to Structures and System

Structures and System

Mean

SD

VI

Rank

The current structures and systems of inclusive education in your country are effective

in promoting inclusion.
3.04

0.48

Agree

8
56
The current structures and systems of inclusive education are accessible to all

learners, regardless of their disability or impairment.

3.19

0.77

Agree

The current structures and systems of inclusive education provide adequate support

and resources for learners with disabilities.

3.06

0.68

Agree

The current structures and systems of inclusive education promote positive attitudes

and beliefs towards learners with disabilities among all stakeholders.

3.49

0.57

Agree

The school is meeting the needs of diverse learners.

3.41

0.71

Agree

The availability of flexible and adaptable teaching methods supports Inclusive

Education.

3.24

0.51

Agree

5
29
The availability of support for parents and families of learners with disabilities supports

Inclusive Education.

3.71

0.51

Agree

1
29
The availability of support for learners with mental health needs supports Inclusive

Education.

3.02

0.61

Agree

10
29
The availability of support for learners from diverse cultural backgrounds supports
Inclusive Education.

3.03

0.71

Agree

The availability of a strong and coordinated school-community partnership supports

Inclusive Education.

3.31

0.54

Agree

Overall Mean

3.25

Agree

The table reveals that the highest mean rating is statement number 7 with a mean
29
rating of 3.71: "The availability of support for parents and families of learners with

disabilities supports Inclusive Education". This indicates that respondents strongly

agree that providing support for parents and families is crucial for promoting inclusive

education. This high rating suggests that involving and supporting parents and families
 3
in the educational process can contribute significantly to the success of inclusive

education initiatives.

The statement "The current structures and systems of inclusive education promote

positive attitudes and beliefs towards learners with disabilities among all stakeholders"

received a mean rating of 3.49. This indicates that the current structures and systems

in place are generally effective in fostering positive attitudes and beliefs towards

learners with disabilities. This is a positive finding as it suggests that efforts to promote

inclusivity and reduce stigmatization are yielding positive results. While the statement

"The school is meeting the needs of diverse learners" obtained a mean rating of 3.41.

This suggests that there is a moderate level of agreement that the school is adequately
106
addressing the needs of a diverse student population. However, there is still room for
125
improvement to ensure that all learners' needs are fully met. And the statement "The

availability of a strong and coordinated school-community partnership supports

Inclusive Education" received a mean rating of 3.31. This implies that a strong

partnership between the school and the community is seen as beneficial for promoting

inclusive education. Collaborative efforts between the school and the community can

enhance support systems and resources, leading to a more inclusive educational

environment.

It is worth noting that items 2, 6, 8, and 9 received relatively lower mean ratings

compared to other items, indicating room for improvement. These items address the

accessibility of structures and systems, availability of flexible teaching methods,

support for learners with mental health needs, and support for learners from diverse
cultural backgrounds, respectively. Efforts should be made to enhance these aspects

to ensure that inclusive education is truly accessible, adaptable, and supportive for all

learners.

The overall mean rating of 3.25 suggests a moderate level of agreement regarding the

effectiveness of the current structures and systems of inclusive education. While some

areas are performing well, there is still work to be done to improve accessibility,

support, and meeting the needs of diverse learners. It is essential to continue efforts in

strengthening partnerships, providing necessary resources, and promoting positive

109
attitudes towards learners with disabilities to further enhance inclusive education

practices.

It was asserted by the study of Nel et al. (2014) that the establishment of enduring

collaborative partnerships among diverse stakeholders in an inclusive education

system is a crucial part of its implementation.

1.4. Level of school awareness on inclusive education with regards to Practice.

8
Table 1.4

Summary of ratings for level of school awareness on inclusive education with regards

to Practice

Practice

Mean

SD
VI

Rank
10
The principles of Universal Design for Learning (UDL) and should be applied to

inclusive education.

2.71

0.67

Agree

10
123
Teachers in school are trained and prepared to implement inclusive education

practices in their classrooms.

3.65

0.48

Strongly Agree

1
20
Learners with disabilities are actively involved in the planning and implementation of

inclusive education practices in the school.

3.09

0.53

Agree

8
49
Teachers in school are committed to creating an inclusive learning environment for all

learners.

3.35
0.48

Agree

4
14
Teachers in school have received adequate training and professional development in

Inclusive Education.

3.08

0.50

Agree

9
32
Teachers in school effectively differentiate instruction to meet the needs of all learners.

3.19

0.53

Agree

7
1
Learners with disabilities in the school receive adequate accommodations and support.

3.52

0.50

Strongly Agree

Learners from diverse cultural backgrounds in the school feel welcomed and included

in the learning environment.

3.24

0.57
Agree

Teachers in school effectively address issues related to bullying and discrimination in

the classroom.

3.37

0.48

Agree

Learners in school demonstrate empathy and understanding towards their peers with

different abilities.

3.26

0.48

Agree

Overall Mean

3.25

Agree

5
The data shows that the highest mean rating of 3.65 (VI= Strongly Agree) is in the
3
statement: "Teachers in school are trained and prepared to implement inclusive

education practices in their classrooms". This indicates that

 9
respondents strongly agree that teachers in the school have received the necessary

training and preparation to effectively implement inclusive education practices. This is

75
a positive finding as it suggests that the school is taking proactive steps to ensure that

teachers are equipped with the knowledge and skills required for inclusive education.
1
"Learners with disabilities in the school receive adequate accommodation and support"
1
received a mean rating of 3.52. This implies that learners with disabilities are receiving

appropriate accommodations and support, which is crucial for their inclusion and
6
success in the learning environment. This indicates that efforts are being made to

provide necessary resources and assistance to learners with disabilities.

"Teachers in school effectively address issues related to bullying and discrimination in

the classroom" obtained a mean rating of 3.37. This suggests that there is a moderate

level of agreement that teachers are actively addressing issues related to bullying and

discrimination, fostering a safe and inclusive classroom environment. Continued efforts

should be made to ensure that proactive measures are in place to prevent and address

such issues effectively

"Learners in school demonstrate empathy and understanding towards their peers with

different abilities" received a mean rating of 3.26. This implies that there is a moderate

level of agreement that learners in the school exhibit empathy and understanding

towards their peers with different abilities. This

indicates that there is a positive social environment where students are accepting and

supportive of their peers, promoting inclusion and a sense of belonging.

 10
It is worth noting that the statement, "The principles of Universal Design for Learning

(UDL) should be applied to inclusive education," received the lowest mean rating of
32
2.71 (VI=Agree). This suggests that there is room for improvement in applying the

principles of UDL, which emphasize providing multiple means of representation, action,

1
and expression in instruction to meet the diverse needs of learners. Focusing on
107
implementing UDL principles can enhance inclusive education practices and ensure

equitable access to learning opportunities for all students.

The overall mean rating of 3.25 indicates a moderate level of agreement regarding

various aspects of inclusive education. While some areas, such as teacher training and

support for learners with disabilities, received higher ratings, there is still room for

improvement in areas like applying UDL principles and addressing bullying and

discrimination. To improve inclusive education practices, it is crucial to continue

providing ongoing professional development for teachers, promoting a positive and

inclusive school culture, and implementing strategies that foster empathy and

understanding among students (Capp, 2017).

46
2. Level of attitude of the school’s community in inclusive education program.

46
Level of attitude of the school’s community in inclusive education program in terms of

curriculum modification.

Table 2.1
69
Summary of ratings for the level of attitude of the school’s community in inclusive

education program in terms of Curriculum Modification

Curriculum Modification

Mean

SD

VI

Rank

Curriculum modification is necessary for successful inclusion of all learners in

education.

3.43

0.50

Agree

5
12
Inclusive education requires modification of the curriculum to meet the needs of all

learners.

3.36

0.50

Agree

6
57
Teachers should be trained to modify the curriculum to meet the needs of all learners.

3.45

0.52

Agree

The use of technology can help in modifying the curriculum to cater to diverse learning
needs.

3.61

0.49

Strongly Agree

Curriculum modification can help in creating a more inclusive classroom environment.

3.78

0.42

Strongly Agree

1
18
Teachers should regularly evaluate and modify the curriculum to meet the needs of all

learners.

3.18

0.39

Agree

Curriculum modification should be a collaborative effort between teachers, learners,

and parents.

3.21

0.41

Agree

Curriculum modification can help in reducing the achievement gap between learners
with and without disabilities.

3.44

0.50

Agree

Inclusive education should prioritize curriculum modification to meet the needs of all

learners.

3.17

0.37

Agree

Curriculum modification can help in creating a more equitable and just society.

3.21

0.41

Agree

Overall Mean

3.38

Agree
The findings show that the highest mean rating is 3.78 with a statement: "Curriculum

modification can help in creating a more inclusive classroom environment". This

indicates strong agreement that modifying the curriculum is beneficial for creating an

inclusive classroom environment. This finding suggests that respondents recognize the
39
importance of adapting the curriculum to meet the diverse needs of learners, which
26
can foster inclusivity and enhance the learning experience for all students.

Statement "The use of technology can help in modifying the curriculum to cater to

diverse learning needs" received a mean rating of 3.61. This indicates that there is a

strong agreement that technology can be an effective tool in modifying the curriculum
3
to accommodate the diverse learning needs of students. Technology can provide

alternative modes of engagement, representation, and expression, enabling

personalized learning experiences. While the statement "Curriculum modification can

help in reducing the achievement gap between learners with and without disabilities"

obtained a mean rating of 3.44. This suggests that there is an agreement that adapting
45
the curriculum can contribute to reducing the achievement gap between students with

and without disabilities. By tailoring the curriculum to individual needs, learners with

disabilities can access and engage with the content more effectively, potentially

leading to improved academic outcomes. And the statement "Curriculum modification

should be a collaborative effort between teachers, learners, and parents"

received a mean rating of 3.21. This implies that there is agreement that curriculum

modification should involve collaboration among teachers, learners, and parents.

Involving all stakeholders in the process can ensure that modifications align with the
unique needs and strengths of learners, promoting a more inclusive and student-

centered approach.

The statement received a lowest mean rating of 3.17 states that inclusive education
120
should prioritize curriculum modification to meet the needs of all learners. The

relatively lowest rating suggests that there may be a need for increased emphasis and

prioritization of curriculum modification to ensure that it adequately addresses the

diverse needs of all students.

The overall mean rating of 3.38 indicates agreement among respondents regarding the

importance of curriculum modification for inclusive education. It highlights the

55
recognition that adapting the curriculum is essential for creating an inclusive and

equitable learning environment. To further enhance inclusive education practices, it is

24
crucial to provide teachers with the necessary training and support to modify the

curriculum effectively. Collaboration among teachers, learners, and parents should be

encouraged to ensure that modifications are tailored to individual needs. Additionally,

exploring the use of technology and its integration into curriculum modifications can

offer new possibilities for inclusive teaching and learning.

16
The findings are supported by a study of Hemayattalab et.al. (2013) which

130 65
found that curriculum modification was a key factor in successful inclusion of students

with disabilities in mainstream schools.

Level of attitude of the school’s community in inclusive education program in terms of

Instructional Adaptation.
Table 2.2
46
Summary of ratings for the level of attitude of the school’s community in inclusive

education program in terms of Instructional Adaptation

Instructional Adaptation

Mean

SD

VI

Rank

Adapting instructional methods is essential for successful inclusion of all learners in

education.

3.37

0.48

Agree

Inclusive education requires the use of a variety of teaching methods.

3.09

0.28

Agree

10
64
Teachers should be trained to adapt instructional methods to meet the needs of all

learners.

3.47
0.50

Agree

The use of technology can help in adapting instructional methods to cater to diverse

learning needs.

3.42

0.50

Agree

Adapting instructional methods can help in creating a more inclusive classroom

environment.

3.28

0.48

Agree

7
45
Teachers should regularly evaluate and adjust their instructional methods to meet the

needs of all learners.

3.31

0.46

Agree

Adapting instructional methods should be a collaborative effort between teachers,

learners, and parents.

3.49

0.50

Agree

Adapting instructional methods can help in reducing the achievement gap between

learners with and without disabilities.

3.46

0.51

Agree

Inclusive education should be a priority in the educational system.

3.27

0.59

Agree

Adapting instructional methods can help in creating a more equitable and just society.

3.19

0.47

Agree

Overall Mean

3.34
Agree

The table presents ratings for various items related to adapting instructional methods

for inclusive education. The highest mean rating of 3.49 is in statement number 7:

"Adapting instructional methods should be a collaborative effort between teachers,

learners, and parents". This indicates strong agreement that adapting instructional

methods should involve collaboration among teachers, learners, and parents. Such
13
collaboration can ensure that instructional methods are tailored to the diverse needs
3
and preferences of students, fostering inclusivity, and promoting a student-centered

approach to education.
35
"Teachers should be trained to adapt instructional methods to meet the needs of all

learners" received a mean rating of 3.47. This suggests a recognition that teachers
56
need appropriate training to effectively adapt instructional methods to cater to the
9
diverse learning needs of students. Training programs can equip teachers with the

necessary knowledge and skills to employ inclusive instructional strategies, ultimately

benefiting all learners.

Additionally, "Adapting instructional methods can help in reducing the achievement

gap between learners with and without disabilities" obtained a mean rating of 3.46.

This indicates agreement that adapting instructional methods can contribute to

narrowing the achievement gap. By tailoring teaching approaches, materials, and

assessments to accommodate diverse abilities, educators can provide equitable

learning opportunities for all students, irrespective of their

disabilities. And the statement "Inclusive education should be a priority in the

educational system" received a mean rating of 3.27. This rating suggests that there is

agreement that inclusive education should be a prioritized aspect of the educational

system. Emphasizing the importance of inclusive practices in policies, curricula, and

teacher training can lead to systemic changes that support the success and well-being

of all learners.

The overall mean rating of 3.34 indicates agreement among respondents regarding the

significance of adapting instructional methods for inclusive education. It highlights the

recognition that employing a variety of teaching methods, involving collaboration, and

55
prioritizing inclusive practices are essential for creating an inclusive and equitable

learning environment.
14
To further enhance inclusive education, it is crucial to invest in professional

development programs that equip teachers with strategies for adapting instructional

methods. Schools and educational institutions should encourage and facilitate

collaborative efforts among teachers, learners, and parents to ensure that instructional

methods cater to diverse needs. Additionally, raising awareness and advocating for

inclusive education as a priority in the educational system can lead to systemic

improvements and create a more equitable and just society. A meta-analysis by

45
Dessemontet et.al. (2019) suggests that inclusive education is more effective when
11
teachers use a variety of teaching methods and adapt their teaching to meet the

diverse needs of their

students.

2
3. Significant relationship between the level of awareness on inclusive education and

the level of attitude on inclusive education program.

Table 3
2
Summary of Correlation test between the level of awareness on inclusive education

and the level of attitude on inclusive education program

8
Variables

Sample size

Pearson r correlation

p value

Decision

Conclusion
2
Level of Awareness on Inclusive Education and Level of Attitude on Inclusive

Education Program

192

.331

p<.001

Reject Ho

Significant
 2
The correlation coefficient of r=.331 with p<.001 shows a significant positive

relationship between the level of awareness and attitude towards inclusive education
69
program. This implies that as the level of awareness of inclusive education increases,

so does the level of attitude towards its implementation. The medium effect size of the
39
correlation coefficient indicates a moderate but meaningful relationship between the

two variables.

This finding is consistent with previous research on the importance of awareness and
4 34
attitude towards inclusive education. Terzi and Altun (2019) found that teachers with

higher levels of knowledge and understanding of inclusive education were more likely

to have positive attitudes towards its

implementation. Moreover, Moberg and Thurlow (2014) emphasized the importance of

3
teacher training programs in developing positive attitudes towards inclusive education.

In their study, teachers who participated in a training program on inclusive education

108
showed a significant increase in their knowledge, understanding, and positive attitudes

towards inclusive education.

The current finding shows the importance of increasing awareness and understanding

of inclusive education to promote positive attitudes towards its implementation. This

can be achieved through teacher training programs, professional development

opportunities, and dissemination of information on inclusive education practices.

16
Based on the findings of the study, an action plan is proposed to elevate the

awareness and attitude on inclusive education program.

Proposed Action Plan to Elevate the Awareness and Attitude on Inclusive Education

Program

Rationale:
38
Inclusive education is essential for ensuring that every child has access to quality
6
education, regardless of their background or abilities. However, there are still many

barriers to inclusive education, including negative attitudes and lack of

6
awareness among teachers and other stakeholders. By increasing awareness and

understanding of inclusive education and promoting positive attitudes

towards its implementation, this action plan aims to address these barriers and create
14
a more inclusive and equitable education system.

Scope:
23
This action plan includes various stakeholders involved in the education system, such

as teachers, school administrators, parents, and students. The plan also considers the
24
different levels of education, from primary to tertiary, to ensure that inclusive education

is promoted at all levels.

Objectives:

The objectives of this action plan include:

15
Increasing awareness and understanding of inclusive education among teachers and
other stakeholders.
63
Promoting positive attitudes towards inclusive education among teachers and other

stakeholders.
44
Developing and implementing inclusive education policies and practices in school.
65
Providing training and professional development opportunities for teachers and other
117
stakeholders to support the implementation of inclusive education.

Ensuring that learners with disabilities and other marginalized groups have access to

quality education.

20
Monitoring and evaluating the implementation of inclusive education policies and

practices to ensure their effectiveness.

14
By these objectives, this action plan aims to create a more inclusive and equitable

education system that meets the diverse needs of all learners.

Procedure:

The proposed action are as follows:

Program/ project

Object-ives

Strategies

Activities

MOVs

Time Frame

Focal Person/ Persons Involved

Budget

Performance Indicator

ACCESS

Student-Led Advocacy Program

To empower students to advocate for inclusive education programs.

11
To foster a sense of ownership and investment in inclusive education among students.
32
Provide opportunities for students to learn about and engage in advocacy for inclusive

education.

Foster student leadership and collaboration in promoting inclusive education initiatives.

Celebrate and recognize student contributions to inclusive education programs

Host student-led forums and discussions on inclusive education.

102
Organize student-led campaigns and initiatives to promote inclusive education.

Provide opportunities for students to participate in decision-making processes related

to inclusive education programs

 63
Increased student engagement and investment in inclusive education programs.

Increased awareness and advocacy for inclusive education among students

SY 2023-2024

School Head

Teaching Personnel

Student Pupil Government

MOOE

Number of students engaged in advocacy programs.

Feedback from students on the effectiveness of advocacy programs.

Increased awareness and support for inclusive education programs among students

and the broader community

QUALITY

Teacher Training and Professional Development Program

14
To provide teachers with the knowledge and skills to effectively implement inclusive

education programs.

10
To promote positive attitudes towards inclusive education among teachers

Foster a culture of collaboration and ongoing learning among teachers.

4
Provide resources and support for teachers to implement inclusive education programs

Host workshops and training sessions on inclusive education practices and strategies.

Facilitate peer mentoring and coaching among teachers.

 4
Provide ongoing support and resources for teachers to implement inclusive education

programs in their classroom.

15
Improved knowledge and understanding of inclusive education among teachers.

Increased confidence and motivation among teachers to implement inclusive education

programs

SY 2023-2024
School Head

Teaching and Non-Teaching Personnel

MOOE
Number of teachers participating in training sessions.

Feedback from teachers on the effectiveness of training and support programs

Improved implementation of inclusive education programs in classroom.

GOVERNANCE

Community Engagement Program

To increase community awareness and support for inclusive education programs.

To foster partnerships between schools, families, and community members

Conduct outreach programs to community members, including parents, caregivers,

and local leaders.

112
Organize community forums to discuss the benefits and challenges of inclusive

education.

Establish partnerships with local organizations to support inclusive education programs

Host community events and workshops to educate community members about

inclusive education.

Collaborate with community leaders to promote inclusive education initiatives.

20
Involve families and caregivers in the planning and implementation of inclusive

education programs

Increased participation and engagement from community members in inclusive

education initiatives.

SY 2023-2024
School Head

Teaching and Non-Teaching Personnel

Community leaders,

Parent-teacher associations

LGUs

MOOE
Number of community members engaged in outreach activities.

Number of partnerships established with local organizations.

Increased community support for inclusive education initiatives

Effectivity
21
The proposed activities are based on the findings of this study, which emphasize the
15
importance of increasing awareness and understanding of inclusive education to

promote positive attitudes towards its implementation.

68
Chapter 5

Summary, Conclusions, and recommendations

In this chapter, a summary of the study is provided, highlighting the salient findings,
86
conclusions drawn from the findings, and the recommendations proposed.

Summary
42
The following are the significant findings of the study based on the analyzed data:
2
What is the level of school awareness on inclusive education with regards to concept?

1.1 The findings reveal that the highest mean rating of 3.42 (VI=Agree) was achieved
6
by the item "Inclusive education provides opportunities for learners with disabilities to

learn alongside their peers without disabilities." This highlights the importance of

creating an environment of equal opportunities where students with disabilities can

23
learn and participate in the same activities as their peers without disabilities. On the

other hand, the lowest mean rating of 2.88 (VI=Agree) was obtained by the item

"Inclusive education is important for creating a more

equitable and just society." This suggests a need for dissemination of the benefits of

inclusive education in promoting fairness and justice, removing barriers, reducing

115
discrimination against individuals with disabilities, and fostering diversity and equity in

the education system. Overall, the level of school awareness on inclusive education
with regards to Concept garnered a mean rating of 3.11 (VI=Agree), indicating
61
moderate awareness among schools regarding the concept of inclusive education and
23
suggesting the need for improvement in promoting inclusive education practices.

1.2 In terms of Policy, the findings indicate that respondents have moderate
30
awareness of the benefits of inclusive education policies for students with and without

disabilities, and the school community as a whole. However, there is room for

improvement in the implementation of these policies and involving parents in the

4
process. The effective implementation of inclusive education policies requires
4
adequate support and resources for students with disabilities or special needs and
9 25
prioritizing the promotion of equal opportunities for all learners. Overall, prioritizing the

implementation of inclusive education policies and practices can improve academic

1
and social outcomes for all students and promote diversity, equity, and inclusion in the

education system. The highest numerical data is a mean rating of 3.32 (VI=Agree) for
30
the positive impact of inclusive education policies on the overall school/community

culture, while the

37
lowest numerical data is a mean rating of 2.83 (VI=Agree) for the awareness of the

benefits of inclusive education policies for learners with disabilities.

1.3 Meanwhile in terms of structure and system, the findings display that the current

structures and systems of inclusive education in the school are moderately effective in
1
promoting inclusion. However, the availability of support for parents and families of

learners with disabilities and the promotion of positive attitudes towards learners with
disabilities are reported to be available to a great extent. Studies have shown that
70
positive attitudes towards students with disabilities and parental involvement and

support are positively associated with inclusive education practices and academic

achievement. Therefore, while improvements can be made to the current structures

24
and systems of inclusive education, the availability of support for parents and the
27
promotion of positive attitudes towards learners with disabilities are crucial for

promoting inclusion. The overall mean is 3.25 (VI=Agree), indicating a moderate

awareness of promoting inclusion.

1.4 On the other hand in terms of practice, the findings suggests that the application of
23
Universal Design for Learning (UDL) principles to inclusive education is moderately

agreed upon, indicating a need for further education and training in UDL principles.
1
However, teachers are reported to be trained and prepared to implement inclusive

education practices in their classrooms to a

22
strongly agree and are committed to creating an inclusive learning environment for all
15
learners to agree. Learners with disabilities are moderately involved in the planning

and implementation of inclusive education practices, and there may be room for

improvement in supporting learners from diverse cultural backgrounds. Overall, the

1
awareness of inclusive education practices in the surveyed school is moderate with an

overall mean of 3.25 (VI=Agree).

What is the level of attitude of the school’s community in inclusive education program

in terms of curriculum modification?

2.1 It appears that curriculum modification is seen as necessary for successful

inclusive education with an overall mean of 3.38 (Agree). Respondents strongly agree
127
that curriculum modification can create a more inclusive classroom environment and

reduce the achievement gap between learners with and without disabilities. There is

also agreement that teachers should be trained to modify the curriculum, that it should

be a collaborative effort, and that inclusive education should prioritize curriculum

128
modification. The findings are supported by previous research that emphasizes the

importance of curriculum modification and collaboration between teachers, learners,

and parents.

2.2 In terms of instructional adaptation, the numerical data indicates that participants

agree on average (3.34) that adapting instructional methods is

essential for inclusive education. The highest score (3.49) was for the statement that

adapting instructional methods should be a collaborative effort between teachers,

learners, and parents, while the lowest score (3.09) was for the statement that
35
inclusive education requires the use of a variety of teaching methods. Research shows
6
that teachers who receive training and use technology can effectively adapt their

methods to accommodate the diverse needs of their students. Overall, the data and

research suggest that adapting instructional methods is crucial for creating a more

inclusive classroom environment.

1
Is there a significant relationship between the level of awareness on inclusive

education and the level of attitude on inclusive education program?

8
Based on the results, there is a significant positive relationship (r=.331, p<.001)
2
between the level of awareness and attitude towards inclusive education program. As

the level of awareness of inclusive education increases, so does the level of attitude

towards its implementation. The medium effect size of the correlation coefficient
39
indicates a moderate but meaningful relationship between the two variables. This

finding emphasizes the importance of increasing awareness and understanding of

inclusive education to promote positive attitudes towards its implementation. Teacher

training programs, professional development opportunities, and dissemination of

information on inclusive education practices could be effective ways to achieve this

goal.

5
Based on the findings of the study, what proposed action plan can be created to

elevate the awareness and attitude on inclusive education program? (See Appendix
79
B).

Conclusions

Based on the results obtained from this study, the following conclusions were drawn:
51
School-community has moderate awareness of inclusive education with regards to

concept, policy, structure and system, and practice. While there is room for

improvement in implementing inclusive education policies and practices, prioritizing

11
equal opportunities for all learners can improve academic and social outcomes for all
1
students and promote diversity, equity, and inclusion in the education system.
The respondents agree that curriculum modification and instructional adaptation are

essential for successful inclusive education. Collaborative efforts between teachers,

learners, and parents are seen as important in achieving these modifications.

77
There is a significant relationship between the level of awareness on inclusive

education and the level of attitude on inclusive education program.

16
Based on the findings of the study, an action plan is proposed to elevate

the awareness and attitude on inclusive education program. (See Appendix B)

16
Recommendations

Based on the findings and conclusions, the study proposes the following

recommendations:
1
For the level of school awareness on inclusive education, it is recommended that the

benefits of inclusive education be disseminated more effectively. School communities

need to understand that inclusive education promotes fairness and justice, reduces

discrimination against individuals with disabilities, and fosters diversity and equity in
25
the education system. Prioritizing the implementation of inclusive education policies

and practices can improve academic and social outcomes for all students and promote
10
diversity, equity, and inclusion in the education system.

In terms of attitude towards inclusive education program in terms of curriculum

1
modification, it is recommended that training and collaboration between teachers,
18
learners, and parents be emphasized to adapt the instructional methods to

accommodate the diverse needs of all students. Creating an inclusive learning

environment requires collaborative efforts from all stakeholders.
2
As the study found a significant positive relationship between the level

of awareness and attitude towards inclusive education program, it is recommended

that teacher training programs, professional development opportunities, and

129
dissemination of information on inclusive education practices be provided to increase

awareness and understanding of inclusive education, which promotes positive

attitudes towards its implementation.

Based on the findings, an action plan can be created to elevate the awareness and

attitude on inclusive education program. The action plan may

include disseminating information on the benefits of inclusive education policies and

practices, providing teacher training programs and professional development

119
opportunities, encouraging collaboration between teachers, learners, and parents, and

increasing support for parents and families of learners with disabilities. The action plan

can also emphasize the importance of promoting positive attitudes towards learners

with disabilities and learners from diverse cultural backgrounds to create a more

inclusive learning environment.

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