Status of the implementation of inclusive education in the elementary schools of tabaco city division

BIO, JENNY MAE PAMOSENA (2025) Status of the implementation of inclusive education in the elementary schools of tabaco city division. International Journal of Science and Research Archive, 15 (3). pp. 207-209. ISSN 2582-8185

The study examined the status of inclusive education implementation in elementary schools in Tabaco City Division for the school year 2022-2023. It assessed key areas, including child find, assessment, program options, curriculum modification, and parental involvement, while analyzing differences among school categories. Additionally, the study identified challenges faced by school heads and teachers and proposed an action plan to address these issues. A quantitative survey method was utilized, drawing data from school heads and SPED coordinators, supplemented by literature reviews. The research aimed to provide insights into inclusive education practices and potential improvements for better accessibility and effectiveness. Findings indicated that inclusive education implementation was highly evident across schools, with larger schools demonstrating stronger adoption compared to smaller ones. While child find, assessment, curriculum modification, and parental involvement showed statistically significant differences among school categories, program options remained consistent. Key challenges identified included parental denial of children’s special needs, lack of appropriate assessment tools, limited SPED centers, confusion in curriculum modifications, and inadequate parental involvement. These obstacles hindered the optimal execution of inclusive education, affecting both students and educators. Understanding these issues allowed for the development of targeted strategies to enhance inclusion. To address these concerns, the study recommended intensifying parental education, prioritizing teacher training, modifying assessment tools, and implementing an enhanced action plan. Strengthening institutional policies and fostering greater community participation were emphasized to support inclusive education efforts. Future studies could further investigate teacher competencies, mainstreaming readiness, and the impact of SPED training on instructional effectiveness, ensuring continuous improvement in inclusive education implementation.