Kalinga State University College of Education

INCLUSIVE PRACTICES OF ELEMENTARY TEACHERS WITH SPECIAL EDUCATIONAL

NEEDS LEARNERS in BALBALAN DISTRICT, KALINGA

A A Thesis Presented to the

Faculty of The College of Education Graduate Studies

Kalinga State University

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education (MAED)
Major in Educational Management

JIRAH BANATAO GA-ANO

Kalinga State University College of Education
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NOVEMBER, 2023

ABSTRACT
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ACKNOWLEDGEMENT

I would like to acknowledge and give my warmest

thanks to my adviser, Esmerlyn P. Bayangan Ph.D

for your patience, guidance, and support.

I have benefited greatly from your wealth of knowledge

and meticulous editing.

Thank you to my panelist, Dr. Bayangan, Dr. Lumines,

Dr. Saguibo and Dr. Wangiwang who so generously

took time out of their schedules to participate

in my research and make this possible.

Your encouraging words and thoughtful

detailed feedback have been very important to me.

Thank you to the KSU library for the different resources

that I have used to support my study.

Thank you to my family for your endless support.

You have always stood behind me.

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Thank you to Kalinga State University,

for you have made in order for me

to pursue a Master's degree.

DEDICATION

This study is wholeheartedly dedicated

to my beloved parents, who have been my source

of inspiration and gave me strength

when I thought of giving up,

who continually provide their moral,

spiritual, emotional, and financial support.

To my friends and classmates

who shared their words of advice and encouragement

to finish this study.

And lastly, I dedicated this book to the Almighty God,

thank you for the guidance,strength, power of mind, protection

and skills and for giving me a healthy life.

All of these, I offer to you.

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Table Of Contents

Title Page ------------------------------------------ 1

Abstract -------------------------------------------- 2
Acknowledgement ------------------------------------- 3
Dedication ------------------------------------------ 4
Chapter I. Introduction

Background Of the Study -----------------------------9

Conceptual Framework----------------------------------14

Statement of the Objectives and Hypothesis------------18

Definition Of Terms ---------------------------------19

Significance of the Study ---------------------------22

Chapter II Research Methodology

Research Methodology-------------------------------- 23

Research Design ------------------------------------ 23

Locale Of the Study -------------------------------- 23

Data Gathering Tool -------------------------------- 26

Validity and Reliability of Instrument-------------- 26

Data Gathering Procedure---------------------------- 27

Treatment of Data ---------------------------------- 27

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Statistical Tools Used ----------------------------- 28

Chapter III. Presentation, Interpretation and Analysis of

Variance-------------------------------------- 30

Chapter IV. Summary of Findings, Conclusions, and

Recommendations

Summary of Findings ---------------------------------- 56

Conclusion ------------------------------------------- 58

Recommendations -------------------------------------- 59

References ------------------------------------------------ 61

Appendices------------------------------------------------- 65

Curriculum Vitea------------------------------------------- 72

Chapter I
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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),

it promotes acceptance and understanding by challenging stereotypes

and discriminatory attitudes.

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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

offering suitable psychological assistance, including counseling and

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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

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

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

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

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

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

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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

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

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.

Below is the paradigm of the study.

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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. Paradigm of the Study

Statement of the Objectives and Hypothesis

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

 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

For better understanding of the study, the following terms

used are hereby operationally defined to ensure understanding

among the readers.

Inclusive Education. Inclusive education is an educational

approach that strives to offer equitable opportunities to all

learners, irrespective of their diverse abilities, backgrounds, or

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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.

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.

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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

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.
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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.

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

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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.

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 statistical tools are all in

this chapter to carry out credibly the needed data to come up

with fecund results.

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

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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).

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 teacherds of Learners with Educational Needs(LSENs) of Balbalan.

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Name of Schools Number of Learners With

Teachers Handing Special

LSENs Educational

Needs

1. Pantikian Elementary School 2 3

2. Balbalan Elementary School 3 4

3. Angod Elementary School 1 1

4. Balbalasang Elementary 4 12

School

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

TOTAL 20 36

In choosing the participants in quantitative phase, the

researcher used 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

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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 questionnaire was the basic tool for gathering the

needed data from the respondents. The questionnaire involves the

extent of manifestation of the learners with special educational needs

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

respondents in handling learners with special educational needs. 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
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formulation of questions and details under it. 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.

Validity and Reliability of Instrument

The questionnaire was the basic tool for gathering the

needed data from the respondents. The questionnaire was divided

into the following parts: Part I gathered the information on the

profile of the respondents. Part II gathered data on extend of

manifestation of the learners with special educational needs.

Part III Level of Inclusive practices of teachers handling learners

with special educational needs. Part IV gatherd data on problem

encountered in the implementation of the practices.

Validity and Reliability of Instruments

The indicators on the extent of manifestation of the

learners with special educational needs as to physical, mental

and social was lifted from the “DepEd ORDER No. 044, s. 2021 –

Policy Guidelines on the Provision of Educational Programs and

Services for Learners with Disabilities in the K-12 Basic

Education Program.”
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The indicators level of inclusive practices of teachers

handling learners with special educational needs was lifted from

the study of Ma. Jovilla T. Palanca, Mirasol A. Arguilles,

Nonilon B. Consul, and Melbert O. Hungo, 2021 “Inclusive

Education Practices of Non-SpEd Teachers for Mainstreamed

Children with Special Needs”. Hence, the instrument is deemed

valid and reliable.

Data Gathering Procedure

The researcher secured permission from the School Division

Superintendent and to the Public District Supervisor of Balbalan

District in writing before distributing the survey and administering

the questionnaires to the respondents. 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, the five-point Linkert Scale has

been used . Responses for each item of the indicator used the

following scale.

Arbitrary Limit Equivalent Symbol

Value Discription

5 4.20 – 5.00 Always Observed AO

4 3.40 – 4.19 Oftentimes OO

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Observed

3 2.60 – 3.99 Sometimes SO

Obsevered

2 1.80 – 2.59 Seldom Observed SDO

1 1.00 – 1.79 Never Observed NO

With regards to level of inclusive practices of teachers

handling learners with special educational needs., the following

scale was been used:

Arbitrary Limit Equivalent Symbol

Value Discription

5 4.20 – 5.00 Always

AP
Practiced

4 3.40 – 4.19 Oftentimes OP

Practiced

3 2.60 – 3.99 Sometimes SP

Practiced

2 1.80 – 2.59 Seldom SDP

Practiced

1 1.00 – 1.79 Never Practiced NP

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.

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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.

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,

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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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Appendices

LETTER TO THE AUTHORITY

Republic of the Philippines

Cordillera Administrative Region
Tabuk City, Kalinga Province

September 2023

MS. NATIVIDAD P. BAYUBAY, CESO VI

Schools Division Superintendent
Division of Kalinga

Ma’am:
The undersigned is currently enrolled at the College of Graduate
Studies, Kalinga State University, Bulanao, Tabuk City, for the Master
of Arts in Education major in Educational Management.
In this regard, she wishes to seek your permission to allow her
to conduct the research study entitled “Inclusive Practices of
Elementary Teachers with Special Educational Needs Learners in
Balbalan District, Kalinga: in partial fulfillment for the requirement
for the degree Master of Arts in Education.
Your favorable action on this request is highly appreciated.

Thank you very much.

Respectfully yours,

JIRAH BANATAO GA-ANO

Student Researcher
NOTED BY:
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35

PAULINO P. REYES, Ph .D
Dean, College of Advanced Education

APPROVED:

NATIVIDAD P. BAYUBAY, CESO VI

Schools Division Superintendent

Republic of the Philippines

Cordillera Administrative Region
Kalinga Division, Tabuk City
Kalinga

September 18, 2023

HERMINIA P. ASTUDILLO
Public School District Supervisor
Balbalan District

Ma’am;
Greetings!
The undersigned is currently enrolled at the College of
Graduate Studies, Kalinga State University, Bulanao, Tabuk
City, for the Master of Arts in Education major in Educational
Management.
In this regard, may I ask permission to your schools,
Balbalan District, to allow me to conduct my research study
entitled “Inclusive Practices of Elementary Teachers with Special
Educational Needs Learners in Balbalan District, Kalinga: in
partial fulfillment of the requirement for the degree Master of
Arts in Education.
Thank you very much and more power.
Respectfully yours,

JIRAH BANATAO GA-ANO

Student Researcher
 Kalinga State University College of Education
36

NOTED BY:

MARILOU B. ADORA, Ph.D.

Adviser

APPROVED:
__________________________
Public Schools District Supervisor
LETTER TO RESPONDENTS

Republic of the Philippines

Cordillera Administrative Region
Kalinga Province
City of Tabuk

September 23, 2023

Dear Respondents,
The undersigned is currently enrolled at the College of
Education, Kalinga State University, Bulanao, Tabuk City, for
the Master of Arts in Education major in Educational
Management.

As such, the undersigned asks for your cooperation by

completing this study questionnaire as accurately & honestly as
possible by checking (√) the box corresponding to your
response. Your answer will be used for research purposes to
assess the “Inclusive Practices of Elementary Teachers with Special
Educational Needs Learners in Balbalan District, Kalinga: in
partial fulfillment for the requirement for the degree Master
of Arts in Education.

Be assured that any identity and answers will be treated in

the strictest of confidence.
Thank you very much for your kind support and cooperation.
 Kalinga State University College of Education
37

Respectfully yours,

JIRAH BANATAO GA-ANO

Student Researcher

Republic of the Philippines

Cordillera Administrative Region
KALINGA STATE UNIVERSITY
Bulanao, Tabuk City, Kalinga

Survey Questionnaire

Part 1. Personal Profile

Name: _________________________
Optional
Sex:

Male

Female

School: _____________________________________

Number of Learners with Special Educational Needs: _____

Manifestation of the Learner:

Difficulty in Seeing

Difficulty in Hearing

Difficulty in Applying Knowledge

Difficulty in Applying Adaptive Skills

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Difficulty in Remembering, Concentrating, Paying Attention

and Understanding

Difficulty in Displaying Inter-personal Behavior

Dificulty in Mobility (walking, grasping, climbing)

Difficulty in Communicating
iPart II. Extent of manifestation of the learners with special
educational needs.
Direction: Put an (/) mark below the number that best describe
your responses. Use the legend below as guide.

Legend

5 Always Observed AO
4 Oftentimes SO
3 Sometimes Observed SO
2 Seldom Observed SDO
1 Never Observed NO
PART I. Manifestation of the learners with special educational needs

AO OO SO SDO NO
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
effectively.
 Kalinga State University College of Education
39

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
activities or groups.
 Kalinga State University College of Education
40

15. Require support and guidance

to navigate social situations and
develop appropriate social
skills.

PART III. Level of Inclusive practices of teachers handling learners

with special educational needs.

Direction. Put an (/) mark on below the number that applies to

you. Use the legend below as guide.

Legend

5 Always Practiced AP
4 Oftentimes Practiced SP
3 Sometimes Practiced SP
2 Seldom Practiced SDP
1 Never Practiced NP

AP 0P SP SDP NP
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.

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
 Kalinga State University College of Education
41

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
interactions.

13. Establish a predictable

daily routine that provides a
sense of stability and reduces
 Kalinga State University College of Education
42

anxiety.

14. Pair with peer buddies for

grouping and activities.

15. Encouarge participation on

all the group activities.

PART IV. 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?

 Kalinga State University College of Education
43

CURRICULUM VITAE

Name :Jirah Banatao Ga-ano

Date of Birth :November 11, 1996

Place of birth :Lepanto, Mankayan, Benguet

Gender :Female

Name of Mother : Mildred B. Ga-ano

Name of Father : Rodelio P. Ga-ano

Civil Status : Single

Address :Balbalan Proper, Balbalan, Kalinga

Occupation :Teaching

Religion Free Believers in Christ

Fellowship Incorporated

EDUCATIONAL BACKGROUND:

Elementary :Lepanto Elementary School

Lepanto, Mankayan, Benguet

Secondary Lepanto National High School

Lepanto, Mankayan, Benguet

Tertiary Saint Louis University

Bonifacio, Baguio City

Bachelor of Elementary Education

 Kalinga State University College of Education
44

Major: Special Education

WORK EXPERIENCES:

2020-2021 :LSA Teacher

Balbalan, Agro-Industrial School
Balantoy, Balbalan, Kalinga
2020-Present :Teacher III
Angod Elementary School

Angod,Poswoy, Balbalan, Kalinga

SEMINAR/TRAINING:

Bread and Pastry Production NCII

TESDA

Trainer's Methodology Level 1

Cherwai Schools of Skills

Division Teacher’s Induction

Department of Education-Kalinga

Upskilling of TLE/TVL Teacher’s in Development/ QA of DAT

Department of Education-Kalinga

Roll-out on the Policy Guidelines on Provisions of Educational

Programs and Services for Learners with Difficulties in the K-
12 Basic Education Programs
Department of Education-Kalinga

Digitalization of SLMs in SPED-IE

Department of Education-Kalinga

Action Research Training- Workshop for Teachers

Department of Education-Kalinga

Convergence with Stakeholders

Department of Education-Kalinga

Online Seminar Write-Shop on Action and Basic Research for

Teachers
Department of Education-Kalinga

Blended Training- Workshop on Learning Management System Course

Packages Digitalization and Quality Assurance for Quarter 1
Department of Education-CAR
 Kalinga State University College of Education
45

Workshop on the Development of Multimedia Resources Using

Graphic Design, Interactive Creation and Educational Technology
in TLE
Department of Education-Kalinga

RECOGNITIONS:

LMS COURSE PACKAGE DEVELOPER

National TVET Trainer- BPP
Assessor – BPP NC II