1

INCLUSIVE PRACTICES OF ELEMENTARY TEACHERS WITH SPECIAL EDUCATIONAL

NEEDS LEARNERS in BALBALAN DISTRICT, KALINGA

A Thesis Proposal
Presented to the Faculty of the
Graduate Studies-College of Education
Kalinga State University
Bulanao, Tabuk City

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

JIRAH BANATAO GA-ANO

MAY 2023
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Chapter I

THE PROBLEM

Background of the Study

Inclusive education aims to provide equal opportunities for all

learners, regardless of their diverse needs and abilities. It fosters

inclusive education by integrating students with disabilities or

special educational needs into mainstream classrooms with their peers.

This approach acknowledges the significance of diversity, equity, and

inclusion in education and endeavors to establish inclusive learning

communities that facilitate the comprehensive growth of each student.

Inclusive education has been extensively researched and proven to

be beneficial and effective. Avramidis and Norwich (2018) found that

inclusive education has a positive effect on the academic achievement

and social integration of students with disabilities. Inclusive

classrooms promote a feeling of belonging and acceptance among

students through the provision of suitable support and accommodations

(Avramidis & Norwich, 2018). An inclusive environment can improve the

learning experiences of students with disabilities and their typically

developing peers (Avramidis & Norwich, 2018; Artiles, 2019). Inclusive

education fosters positive attitudes towards diversity and disability

among all members of the school community. Artiles (2019) asserts that

it promotes the development of empathy, tolerance, and respect for

diversity. Slee (2018) asserts that inclusive education enhances

social cohesion within the school community and benefits not only

students with disabilities but also others. According to Slee (2018),

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it promotes acceptance and understanding by challenging stereotypes

and discriminatory attitudes.

Recent studies have examined the physical, mental, and social

aspects of learners with special educational needs (SEN). The studies

seek to comprehend the various difficulties encountered by students

with SEN and emphasize the significance of catering to their distinct

requirements to foster inclusive education.

Physical manifestation pertains to the observable traits

associated with the physical health of students with special

educational needs (SEN). Romer and McIntosh (2018) investigated the

physical manifestations of students with physical disabilities in

inclusive educational environments. Romer and McIntosh (2018)

emphasized the importance of providing suitable physical

accommodations, assistive devices, and accessible learning

environments to promote the involvement and interaction of students

with physical disabilities. This study highlights the importance of

inclusive design and accessibility in promoting the physical health of

students with special educational needs (SEN).

Mental manifestation pertains to the cognitive and emotional

facets of individuals with special educational needs (SEN). Wilson et

al. (2020) investigated the mental health implications for students

with specific learning disabilities. Wilson et al. (2020) discovered

that students with learning disabilities frequently encounter elevated

levels of anxiety, depression, and low self-esteem in comparison to

their non-disabled peers. The research highlighted the significance of

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offering suitable psychological assistance, including counseling and

social-emotional learning initiatives, to cater to the mental health

requirements of students with special educational needs (SEN).

Social manifestation refers to the social interactions and

relationships of learners with special educational needs (SEN) in an

educational setting. Hwang and Hughes (2019) investigated the social

behavior of students with autism spectrum disorder (ASD) in inclusive

classroom settings. Hwang and Hughes (2019) found that students with

ASD encounter difficulties in social communication, social

integration, and establishing significant peer relationships. The

study highlights the importance of specific interventions, such as

social skills training and peer support programs, to improve the

social inclusion and interaction of students with ASD in inclusive

educational environments.

An instance of inclusive practices is peer-mediated

interventions, where non-disabled peers are trained to offer aid and

support to students with disabilities. Carter et al. (2018)

investigated the efficacy of peer-mediated interventions for fostering

social interactions and inclusive practices in classroom settings.

Carter et al. (2018) found that peer-mediated interventions enhance

social engagement, foster positive peer relationships, and improve

academic outcomes for students with disabilities. The study emphasizes

the effectiveness of peer support in promoting inclusivity and

improving the social integration of disabled students.

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Differentiated instruction is an inclusive practice that

customizes teaching methods and materials to accommodate the varying

learning needs of students. Tomlinson et al. (2021) investigated the

effect of differentiated instruction on the academic performance of

students with learning disabilities. The study highlights the

significance of personalized strategies to cater to the diverse

abilities and learning preferences of students in inclusive

educational settings. Inclusive practices necessitate the

participation of support professionals, including speech-language

therapists, occupational therapists, and behavior specialists.

McDonnell et al. (2022) investigated the contribution of support

professionals in promoting inclusive practices and assisting students

with disabilities. McDonnell et al. (2022) emphasized the significance

of collaborative partnerships between support professionals and

classroom teachers for successful implementation of interventions and

accommodations. This study highlights the importance of utilizing a

multidisciplinary approach to advance inclusive education.

According to the study of Morales (2016) and Kutlay (2018), as

cited by Ulla (2017), in the Philippines, factors such as tight

teaching timetables and heavy teaching workloads are just a few of the

challenges that teachers face when dealing with students with special

needs. According to Banks and Banks (2017), teachers must plan

physical activities, manage students' needs, deal with behavioral

issues, and create a chart for children's difficulty in order to teach

them easily.
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Engaging teachers of children at risk of learning difficulties in

some learning approaches necessitates extensive knowledge as well as

access to resources, information, and services. However, in some rural

areas, these resources and services are not always available. As a

result, teachers in the communities face challenges in addressing

children's learning and other learning difficulties, including

challenges related to the learning approaches that will be provided to

them (Ondrasek et al., 2020). The shortage of trained special

education teachers has had a negative impact on educational quality

(Hodges et al., 2020). A study on students with learning disabilities

emphasized the need for more attention and different teaching

strategies such as experienced teachers, teachers with professional

development training who can build self-efficacy in a student with

learning difficulties, and people with disabilities who can build

interactions (Wang & Lu, 2021).

Having a special needs education policy is an important step

toward achieving various global initiatives to ensure equal

educational opportunities for people with special needs (Toquero,

2020). Some of the policies in the Philippines for learners with

learning difficulties include the Disabilities Education Act (EDEA),

No Child Left Behind (NCLB), and Every Student Success Act (ESSA). One

of the most significant of these is the child protection policy (DepEd

Order 40, series of 2012) which seeks to protect "children in school

from abuse, violence, exploitation, discrimination, bullying, and

other forms of abuse". This policy has an impact on how teachers

manage their classrooms. Furthermore, with the promotion of learner-

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centered teaching and constructivist learning, teachers are expected

to provide opportunities for students to actively participate in the

learning process through interactive and collaborative activities.

Diverse student populations necessitate differentiated instruction.

Furthermore, teachers are expected to be gender sensitive and

inclusive (DepEd Order 32. s., 2017).

Most teachers can teach students with learning disabilities to

"learn how to learn," according to research. They can position them to

compete and hold their own. Direct instruction, learning strategy

instruction, and using a sequential, simultaneous structured multi-

sensory approach are some intervention practices that produce large

results (Zhang et al., 2020). According to Owusu-Fordjour et al.

(2020), it is critical to establish trust and rapport from the

beginning and to wait until both teacher and student are at ease with

each other before attempting to informally assess his difficulties and

devise compensatory strategies. She also stated that learning

disabilities do not occur on a consistent basis. As a result, teachers

must be able to constantly observe, adapt, revise, assess, and ask

questions. What may work one day is not always the best approach the

next.

According to Portes et al. (2018), individualized instructional

teaching and learning strategies are education concepts to be covered

or a "cycle through" process. This suggests that individualized

instructional teaching and learning strategies are used for problem

solving skills or broad concepts rather than tool use (Mumbardó-Adam

et al., 2021). Individualized instructional strategies, according to

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many educators, do not promote basic tool skills. Another criticism of

teaching and learning strategies is that learners with learning

disabilities do not have many opportunities to create something

valuable that they can use in their lives.

According to Nelson and Murakami's (2020) research, the classroom

teacher is usually the first to notice signs of learning disabilities

and refers students for special education assessment. Furthermore, the

teachers assist in the collection of assessment data and the

coordination of special services. Students with learning disabilities

can be identified at any age, but the majority are identified during

their elementary school years. There are two major signs of a learning

disability. First, students appear capable but struggle greatly in

some areas of learning. This is a difference between expected and

actual achievement. A young child, for example, may be verbal and

appear bright, but he or she may be very slow to learn to say the

alphabet, write his or her name, and count to 20. The second indicator

is performance variation; there is a disparity between different areas

of achievement. A fourth-grade student, for example, may excel in math

but struggle to read and spell (Irwin et al., 2021). In addition to

these two main indicators of learning disabilities, teachers should

keep an eye out for a few others.

Notably, this research differed from all of those previously

mentioned since this study emphasizes on evaluating inclusive

practices of elementary teachers in handling learners with Special

Education Needs. Such endeavor was not achieved by previous

researchers. Also, there were no published researches yet with exactly

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similar topic found in the institution for these types of studies.

Thus, in this study, the researcher delves into assessing the

inclusive practices of elementary teachers in Balbalan handling

learners with Special Educational Needs.

Conceptual Framework

The table below shows the research paradigm of the study:

Input Process Output

1. Determine the extent Survey

of manifestation of Questionnaires

the learners with Individual In-

special educational Depth Interview Proposed

needs as to: Guide Questions Intervention

 Physical Program

 Mental

 Social

2. Determine the level

of inclusive

practices of teachers

handling learners

with special

educational needs.

3. Problem encountered in

the implementation of

the practices.
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Figure 1. The Research Paradigm

This research explores on the inclusive practices of elementary

teachers in Balbalan handling learners with Special Educational needs.

The inputs were constituted by the fundamental questions delving from

the extent of manifestation of the learners with special educational

needs as to: physical, mental, and social and level of inclusive

practices of teachers handling learners with special educational

needs, and troblem encountered in the implementation of the practices.

study. In the research process, mixed method research design will be

employed utilizing survey questionnaire and Individual In-Depth

Interview (IDI) guide questions as a key tool for data gathering. The

output will be in the form of proposed intervention program.

Statement of the Objectives

The primary goal of this study is to examine the inclusive

practices of teachers handling learners with special educational

needs in Balbalan. The study specifically answers the following

objectives:

1. Determine the extent of manifestation of the learners with special

educational needs as to:

 Physical

 Mental
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 Social

2. Determine the level of inclusive practices of teachers handling

learners with special educational needs.

3. Problem encountered in the implementation of the practices.

study.

Definition of Terms

The following terms are defined for the better understanding of the

study.

Inclusive Education. Inclusive education is an educational

approach that strives to offer equitable opportunities to all

learners, irrespective of their diverse abilities, backgrounds, or

characteristics. The UNESCO (2019) highlights the importance of

establishing an inclusive learning environment that enables the active

participation, learning, and success of all students, including those

with special educational needs.

Inclusive Practice. This refers to a purposeful and proactive

approach aimed at ensuring equitable access, participation, and

opportunities for all individuals, irrespective of their diverse

backgrounds, abilities, or characteristics.

Learners with Special Educational Needs. These are individuals

with learning difficulties or disabilities require extra support to

access education and achieve their full potential. The Department for

Education (2015) identifies various types of needs, including

intellectual, physical, sensory, and emotional.

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Manifestation. This refers to the observable or apparent

characteristics and behaviors exhibited by individuals in different

aspects of their lives. In the context of learners with special

educational needs (SEN), manifestation can be understood in terms of

their physical, mental, and social dimensions.

Physical. This refers to the visible or tangible aspects related

to the physical well-being and functioning of individuals. It

encompasses observable characteristics such as mobility, sensory

abilities, and physical health conditions. In the context of learners

with SEN, physical manifestation may include physical disabilities,

impairments, or health conditions that affect their motor skills,

sensory perception, or overall physical functioning.

Mental. Mental manifestation pertains to the cognitive,

emotional, and psychological aspects of individuals. It involves the

expression and demonstration of cognitive abilities, emotional well-

being, and mental health. In the context of learners with SEN, mental

manifestation may include specific learning disabilities, intellectual

disabilities, emotional or behavioral disorders, and other cognitive

or psychological challenges that impact their learning, social

interactions, and emotional well-being.

Social. This refers to the observable behaviors, interactions,

and relationships of individuals within social contexts. It

encompasses how individuals engage with others, form relationships,

communicate, and participate in social activities. In the context of

learners with SEN, social manifestation may include difficulties in

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social communication, social interaction, and forming meaningful

connections with peers. It may also involve challenges related to

social integration, peer acceptance, and participation in social

settings.

Universal Design. Refers to a design approach that aims to create

products, environments, and systems that are accessible, usable, and

beneficial for a wide range of people, regardless of their abilities,

age, or other characteristics. The goal of Universal Design is to

ensure that everyone, including individuals with disabilities or

different needs, can equally and comfortably engage with and use the

designed product or environment without the need for special

adaptations or accommodations.

Significance of the Study

The purpose of this study is to examine the inclusive practices

of teachers handling learners with special educational needs in

Balbalan. The study will be beneficial to the following stakeholders.

matters.

Administrative Staff. The study will provide additional evidence

on the possible inclusive practices of teachers handling learners with

special educational needs which will provide an impetus towards the

formulation of programs that will address the problem. They can plan

professional training programs, especially for teachers and school

heads who are new and young.

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Future Researchers. They can provide and formulate new studies

and research protocols that scope and deal with inclusive practices of

teachers handling learners with special educational needs to fully

equip several generations to be more enlightened, keen, and active in

catering the issue. Also, they can assess their knowledge, attitudes

and/or beliefs regarding the study and that they may create a study

aligning to the research approach. Those future researchers who intend

to publish in the area must conduct a sound literature review, both

broad and deep, and critique the research in the area.

School Heads. The result of the study will provide them with an

effective plan and system to deal with the challenges of handling

learners with special educational needs which may affect

organizational performance of teachers and staff. They may also

establish programs and activities to cater the issues on these

matters.

Teachers. The result of the study will provide an effective guide

map towards better acquisition of the essence of effective inclusive

practices of teachers handling learners with special educational

needs. Through this, they will be capable of responding freely and

without hesitations and anxiety to the needs of the institution,

stakeholders, and their learners. Through this study, they can

facilitate the learning development of the learners and well-being

which thus affect stakeholders in a positive direction, and their

intended performances.
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Chapter II

Research Methodology

This chapter deals with the research design, locale and

population of the study, the data gathering procedures, data gathering

tools, validity and reliability and the statistical treatment of the

data gathered.

Research Design

The study will employ a mixed method approach. Quantitative and

qualitative (mixed method) research design is used to examine the

extent of manifestation of the learners with special educational needs

as to physical, mental, social and the inclusive practices of teachers

handling learners with special educational needs in Balbalan. In

quantitative strand, a descriptive research design will be used. The

descriptive design will collect data on the current situation or

trend, as well as what is dominant. It is also concerned with the

current processes, attitudes, and conditions of previous

relationships, prevalent practices, and past beliefs (Calderon &

Gonzales, 2017).

Furthermore, qualitative research is primarily used as an

exploratory study. It is used to learn about the underlying reasons,

opinions, and motivations. It offers insights into the problem or aids

in the development of ideas or hypotheses for future quantitative

research. This research is also used to identify trends in thought and

opinion, as well as to delve deeper into the problem (Cunom, 2010).

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The mixed methods research design will be applied in this

research study to acquire strong result of this study. In this

chapter, the captured data from the qualitative and quantitative

research will be presented, analysed, described and interpreted in a

systematic manner as the next step of the research process. The

documentation and analysis process is aimed to present data in an

intelligible and interpretable form.

Locale and Population of the Study

This study will be conducted in the Public Elementary Schools of

Balbalan, Division of Kalinga. The respondents of the study will be

the teacher of Learners with Educational Needs(LSENs) of Balbalan.

Name of Schools Number of Teachers Learners With

Handing LSENs Special

Educational Needs

1. Pantikian Elementary School 2 3

2. Balbalan Elementary School 3 4

3. Angod Elementary School 1 1

4. Balbalasang Elementary School 4 12

5. Saltan Elementary School 1 1

6. Salegseg Elementary School 1 3

7. Gawaan Elementary School 2 2

8. Mabaca Elementary School 2 3

9. Bonong Elementary School 2 3

10. Ligayan Elementary School 2 4

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TOTAL 20 36

In choosing the participants in quantitative phase, the

researcher will select respondents using stratified random sampling.

This is a sampling method that divides a population into smaller

subgroups known as strata. Strata are formed in stratified random

sampling, or stratification, based on members' shared attributes or

characteristics, such as income or educational attainment (Yu, 2018).

On the other hand, the qualitative phase of this study

necessitates the conduct of an in-depth interview (IDI). For the IDI

participants, the researcher will include all the respondents to

thoroughly examine the challenges or problems of teachers in handling

learners with Special Education Needs and their inclusive practices

towards these challenges. An in-depth interview is a type of

interview with an individual that aims to collect detailed information

beyond initial and surface-level answers (Puyie, 2018). It is a two-

way conversation initiated by an interviewer to obtain information

from a respondent. The questions, the wording, and their sequence

define the structure of the interview, and the interview may be

conducted face-to-face or through online process.

Data Gathering Tool

The research instrument used in the study will be a researcher

made survey questionnaire. The questionnaire involves the extent of

manifestation of the learners with special educational needs as to

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physical, mental, social and inclusive practices of the respondents.

The scores under this parameter will be measured and interpreted in a

5-point Likert scale.

On the other hand, in qualitative phase, the IDI will be

employed. It involves systematic way of taking in opinions/suggestions

from the respondents. In such a way, it showcases problem encountered

in the implementation of the practices that the respondents

encountered in managing the organization. In this manner, the

researcher will use guide questions that could help in the total

formulation of questions and details under it. The semi-structured

protocol for the IDI will be validated by panel of experts using the

official qualitative validation tool. The recorded interview will be

reviewed in order to find out what is being missed in the

transcription. A clear copy of the transcription will be given to the

concerned participants so that they can assure that nothing is added

or removed in the transcription. These guide questions will be

subject for the validation to the external and internal panel of

experts.

Validity and Reliability of Instrument

Validity explains how well collected data covers the actual

area of investigation (Ghaur,, 2005). In this research study, the

researcher will consult a professor that is expert in research study

to validate the tools/guide questions that will be made. The

validation procedures consist of process like evaluation of the

procedure and questionnaire used whether it suits the statement of the

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problem that is addressed in this research study. It will be validated

by the selected experts in the field of study to ensure that the tool

made by the researcher is comprehensible and easy.

Pretest is the preliminary administration of the research

instrument or questionnaire to a smaller sample of participants, with

the primary aim of assessing its consistency, stability, and internal

reliability. The pretest is conducted before the main data collection

phase to identify any potential ambiguities, biases, or issues in the

instrument's wording, structure, or instructions. The results of the

pretest allow researchers to refine and enhance the instrument to

ensure that it yields reliable and valid data when administered to the

larger study population. The pretest process contributes to

establishing the trustworthiness and accuracy of the research

instrument, thus enhancing the overall reliability of the study's

findings.

In summary, pre-testing specifically focuses on assessing and

refining the research instrument or questionnaire before its main

administration. This practice contributes to enhancing the quality and

reliability of research findings.

Data Gathering Procedure

In order to facilitate the collection of data, the researcher

first will write a letter to the Dean of Graduate School of the

University to ask for permission to conduct the study. Upon the

approval, the researcher then will submit her study to Research Ethics

Committee (REC) to see to it that all ethical considerations will be

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properly observed during the conduct of the study. Upon the approval

by REC, then will secure permission from the selected school to allow

the conduct of the study. The researcher also will ask permission from

the principal or school head of the selected school. Lastly, the

researcher will secure written consent from each participant of the

study. Once approved, the researcher will administer the questionnaire

and after such, the researcher will interview the participants.

Furthermore, the researcher will retrieve all the questionnaires and

gather responses on the same day they will be administered.

Treatment of Data

To quantify the responses of the respondents on the extent of

manifestation of the learners with special educational needs as to

physical, mental and social and the level of inclusive practices of

teachers handling children with special educational needs, the 5-point

Likert Scale will be used.

Arbitrary Scale Symbol Descriptive Value

Weight Value

5 4.20 – Always The statement is always

5.00 manifested by the respondents.

4 3.40 – Oftentimes The statement is oftentimes

4.19 manifested by the respondents.

3 2.60 – Sometimes The statement is sometimes

3.99 manifested by the respondents.

2 1.80 – Seldom The statement is rarely

2.59 manifested by the respondents.

1 1.00 – Never The statement is never

1.79 manifested by the respondents.
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The data collected using a Likert scale will be treated by assigning

numerical values to each response option, typically ranging from 1 to

5, with 1 representing "Never " and 5 representing "Always."

Afterward, descriptive statistical techniques such as calculating the

mean, standard deviation, and frequency distributions will be employed

to analyze and interpret the participants' responses, providing

insights into their attitudes, opinions, or perceptions related to the

surveyed items.

Statistical Tool

In analyzing the data, the weighted mean, standard

deviation, and ANOVA will be employed. The mean score will be used to

determine the level of inclusive practices of teachers handling

learners with special educational needs in Balbalan.

Formula:

The standard deviation will be used to tell how measurements for

a group are spread out from the average (mean), or expected value

among indicators.
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ANOVA is a statistical method that compares the means of multiple

groups to identify significant differences between them. In research

and experimental studies, it is common to use statistical analysis to

determine if observed variations in data can be attributed to the

treatment conditions or factors being studied.

ANOVA decomposes the total variance of the data into two

components: the variation between groups and the variation within

groups. This allows for examination of the variation in the data. The

aim is to assess whether the inter-group variation is significantly

greater than the intra-group variation, implying the existence of

significant distinctions among the compared groups.

In qualitative strand, this study will utilize thematic

analysis. Thematic analysis is one of the most common forms of

analysis within qualitative research. It emphasizes identifying,

analyzing and interpreting patterns of meaning within qualitative

data. Data gathered from the interview will be transcribed and

reviewed through thorough readings. The transcripts then will be coded

to extract general meanings which contain words or phrase with

coherent meanings. These will be gathered regardless of the research

question. Coded meanings related to the research question will be

grouped accordingly. Each interview has these sets of clusters and

from these clusters, themes will be extracted.

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SUREY QUESTIONNAIRE

Dear teacher:

The undersigned is conducting a study on INCLUSIVE PRACTICES OF

ELEMENTARY TEACHERS WITH SPECIAL EDUCATIONAL NEEDS LEARNERS in
BALBALAN DISTRICT, KALINGA. Kindly take part in the enclosed Survey.
This survey asks you assess extent of manifestation of the learners
with special educational needs as to: physical, mental, social. It
also asses the level of inclusive practices of teachers handling
learners with special educational needs. The result of this survey
will be analyzed and interpreted and will be treated with high
confidentiality.

I would like to take this opportunity to thank you for taking part,

and wish you every success in your future studies.

Yours sincerely,

JIRAH B. GA-ANO

Researcher
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Teachers’ Profile
Name:_______________________________ School: ________________________
Gender: Male Female Age:______ Grade Level: _____
Ethnic Affiliation: ___________ Number of Years in Teaching: _____
Field Specialization:___________________
Number of learners with Special Educational Needs: _____________
Arbitrary Weight Symbol Descriptive Value

The statement is always

Always practiced by the
5 respondents.

The statement is oftentimes

practiced by the
4 Oftentimes respondents.

The statement is sometimes

Sometimes practiced by the
3 respondents.

The statement is rarely

Seldom practiced by the
2 respondents.

The statement is never

Never practiced by the
1 respondents.

PART I. Manifestation of the learners with special educational needs

Physical 5 4 3 2 1

1. Demonstrate challenges in fine

motor skills, such as writing or
manipulating small objects.

2. Experience difficulties with

gross motor skills, such as
running, jumping, or balancing.

3. Exhibit limited coordination and

balance during physical
activities.

4. Require adaptations or assistive

devices to access and navigate
their physical environment
 25

effectively.

5. Face challenges with sensory

processing, such as sensitivity
to light, sound, or touch.

Mental 5 4 3 2 1

6. Have difficulties with memory,

both short-term and long-term,
impacting their learning and
retention of information.

7. Exhibit difficulties in focusing

and sustaining attention during
learning tasks or activities.

8. Demonstrate challenges in
organizing and planning their
work or assignments.

9. Experience heightened anxiety or

stress in academic or social
situations.

10. Show variations in their

cognitive abilities, affecting
their understanding and
processing of information.

Social 5 4 3 2 1

11. Encounter obstacles in

initiating and maintaining social
interactions with peers.

12. Exhibit challenges in

understanding and interpreting
social cues, such as body
language or facial expressions.

13. Face difficulties in

developing and sustaining
friendships with peers.

14. Experience social isolation

or exclusion from social
 26

activities or groups.

15. Require support and guidance

to navigate social situations and
develop appropriate social
skills.

PART II. Inclusive practices of teachers handling learners with

special educational needs.

Arbitrary Weight Symbol Descriptive Value

The inclusive practice is

Always always observed by the
5 teacher.

The inclusive practice is

oftentimes observed by the
4 Oftentimes teacher.

The inclusive practice is

Sometimes sometimes observed by the
3 teacher.

The inclusive practice is

Seldom rarely observed by the
2 teacher.

The inclusive practice is

Never never observed by the
1 teacher.

Physical 5 4 3 2 1

1. Use of assistive devices in all

the activities.
(Cane, wheelchair, braille,
enlargement of font, pencil grips,
book holders)

2. Incorporate movement, tactile

materials, and auditory cues to
enhance learning.
 27

3. Pair with peer buddies for

assistance and camaraderie

4. Adapt physical education and

movement activities to ensure
participation for all learners,
using modified equipment or rules
as needed.

5. Modify learning activities

according to the needs of the
learners

Mental 5 4 3 2 1

6. Use clear and concise language,

and allow extra processing time.

7. Label classroom materials and

provide visual cues to assist
learning in finding what they
need.

8. Provide written or visual

instructions to supplement verbal
explanations.

9. Use visual aids, schedules, and

cues to help learners with special
educational needs understand and
follow instructions.

10. Use visual supports like

graphic organizers, mind maps, and
visual schedules to help learner
organize their thoughts and tasks.

Social 5 4 3 2 1

11. Use role-playing activities

to practice different social
scenarios.

12. Organize structured group

activities that encourage
collaboration, teamwork, and peer
 28

interactions.

13. Establish a predictable

daily routine that provides a
sense of stability and reduces
anxiety.

14.

15.

PART III. INTERVIEW GUIDE QUESTIONS

1. What are the common issues or problems highlighted in handling

learners with Special Educational Needs?

2. What practices or actions did you do during the course of these

struggles?

3. During the implementation of the practices, what problem did you

encountered?

4. What are the important lessons you have learned from your

experiences and struggles?

REFERENCES
 29

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online

learning: the challenges and opportunities. Interactive Learning
Environments, 1-13.

Anderson, M., & Perrin, A. (2018). Nearly one-in-five teens can’t

always finish their homework because of the digital divide. Pew
Research Center.
https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-
teens-cantalways-finish-their-homework-because-of-the-digital-
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