CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that the researcher

reviewed in connection with her study of the status of Inclusive Education in

private schools in the province of Batangas.

Related Literature

To have a better understanding and full grasp of the study, related

literature were gathered to support the present study. Topics discussed include

Special Education, Inclusive Education, Practices of Schools on Admission,

Retention and Promotion, Challenges and Issues on Inclusive Education, ,

Development of Inclusive management plan.

Special Education. Special education refers to the arrangement of

teaching procedures, adapted equipment and materials, accessible settings, and

other intervention designed to address the needs of students with learning

differences, mental health issues, physical and developmental disabilities, and

giftedness. Educators will need to make placement decisions considering the

resources available in their school, in addition to the skill level of the students

they work with, in order to make proper decisions regarding least restrictive

environment (Ford, 2013).

Over the past several decades, Special education has been the subject of

a renascent interest, promoted by a global commitment to the rights of children

25
generally and to their right to schooling specifically. Countries around the world

have expanded their commitment of provisions to students with special needs.

For some, this expansion has been a surge; for others, it has been a gradual

increase—a continuation of policies, programs, and practices long in place. The

salience of, even the controversy surrounding, special education has led its

ideals and practices to turn the tables on regular education. At the very least,

special education has moved out from under the shadows of regular education.

In many respects, special education has seized the limelight, illustrating the

diverse future of schooling itself, even as it offers its expertise in meeting the

learning needs of diverse student bodies. (Richardson and Powell, 2011)

Causton and Theoharis (2014) stated that Special Education is

individualized instruction designed to meet the unique needs of certain students.

It is considered as a part of general education. It is a system of supports to help

students learn the general education curriculum. The legal definition under IDEA

2004 is specially designed instruction, at no cost to the child’s parents, to meet

the needs of a student with disability. This definition recognizes that children

have difficulty learning, behaving or physically engaging and because of such

disabilities, need individualized supports to help them their skills and abilities to

reach their full potential in school.

It has four main characteristics, first, It is Individualized. For example a

student with a learning disability needs might need a smaller class size with

26
individualized attention in reading, a student with physical disability might need

specialized equipment and possibly some technology modification, a student with

articulation disorder might need intensive instruction and modeling to improve her

ability to communicate with others. Second, students who receive special

education services may receive modification of teaching strategies or programs.

Some students require extensive modifications due to the nature and severity of

their disabilities whereas others require minimal changes.

Third, students who receive special education services are systematically

monitored. Data support all phases of the special education process. Data are

used to determine qualification for services and as starting point for the

development of the IEP, in terms of present level of academic and functional

performance which includes all academic, behavioral and social skills. Progress

towards goal can be measured by the student’s performance in relation to

individual short term objectives through other means as determined by IEP team.

Fourth, students who receive special education services also receive related

services necessary to help ensure an appropriate education. .(Bateman and

Cline,2016)

Special education in the Philippines is anchored on the following legal

documents. Articles 356 and 259 of Commonwealth Act No. 3203 which states

“the right of every child to live in an atmosphere conducive to his physical, moral

and intellectual development” and the concomitant duty of the government “to

27
promote the full growth of the faculties of every child.” Chapter II of Title II of the

Magna Carta for Disable Persons, R.A 7277, introduced some rules on special

education in the Philippines. Sec. 12 mandates that the “States shall take into

consideration the special requirements of disabled persons in the formulation of

educational policies and programs.”

Most of these special children live in rural and far flung areas whose

parents need to be aware of educational opportunities that these children could

avail of. On the other hand, learning institutions are encouraged to take into

account the special needs of disabled persons with respect to the use of school

facilities, class schedule, physical education requirements, and other pertinent

consideration. Specially, learning centered pedagogy and necessary

individualized support to effectively address the diverse learning needs and

abilities of children with disabilities. Indeed, early childhood programs that are

responsive to individual needs and respectful of diversity benefit all children and

contribute to building the foundations of an inclusive society.

Special education can include a range of support services, depending on

the special needs of the student. Support services may involve physical

assistance and therapy, counseling and psychotherapy, modified learning

environments and assistive learning devices, educational and psychological

assessments, and behavioral modification techniques. Through early

assessment coupled with intervention, families gain relevant information,

28
especially about what their child can do and about interventions that will optimize

his/her learning potential. This also increases the chances that children with

disabilities can participate and flourish in inclusive institutions are encouraged to

provide “auxiliary services that will facilitate the learning process for disabled

persons.”

According to U.S. Department of Education statistics, approximately

600,000 children aged three to five years were served by special education

services in 2001. In preschool children, the most prevalent disability was speech

or language impairment. Approximately 5.8 million students aged six to 21 years

were served by special education services in 2001. Common disabilities include

specific learning disabilities (e.g., dyslexia), speech or language impairment,

mental retardation, and emotional disturbance.

(http://www.healthofchildren.com/S/Special-Education.html)

Deped Order Number 26, series. 1997 pointed out the institutionalization

of SPED Programs in All Schools. In support to the implementation of the

Republic Act 7277 (Magna Carta for Disabled Persons) and to achieve the target

set for the Asian and Pacific Decade of Disabled Persons (1993-2002) that 75%

of the 4 million children with disabilities should be provided equal educational

opportunities, special needs education shall be institutionalized in all schools.

The Institutionalization aims to provide access to basic education among children

with special needs, namely, the gifted/talented, the mentally retarded, the visually

29
impaired, the hearing impaired, the orthopedically handicapped, the learning

disabled, the speech defectives, the children with behavior problems, the autistic

children and those with health problems through the formal system and other

alternative delivery services in education.

As stated in the Policies and Guidelines of Special Education in the

Philippines (1997), Children with special needs shall be provided with a variety of

educational patterns and services. The assessed needs of each child shall be the

primary consideration in determining his particular program and services.

Programs may be organized in a variety of settings, namely:

Integration/Mainstreaming which refers to the enrolment of a child with special

needs in a regular school with additional teaching/care resources. There are

degrees of integration. In partial integration, a child enrolled in a special class in

a regular school is integrated with regular children in non-academic activities like

work education, physical education, arts, school programs, etc.

Later on, qualified children may be integrated gradually in one or more

academic subjects. In full integration (sometimes called "zero reject model"), the

handicapped child sits in the regular classes in all subjects, academic or non-

academic .A growing alternative service delivery system is the Special Education

Center which holds classes for children with special needs within the regular

school. Itinerant, resource room services, special and cooperative classes are

30
held in the special education center. Classes range from three to more than

twenty, depending upon the population and affluence of the community.

The school-within-a-school concept receives much support from parents

of the children themselves and from civic and social community organizations.

The Center is administered by a principal and operated according to the rules

and regulations that govern a regular school. In order to qualify for special

education a child must be diagnosed as having a disability and the disability must

be found to "adversely affect educational performance" so as to require special

services. Referral and evaluation for special education varies widely. For children

with severe disabilities, a physician and the parents usually identify and refer the

child to special education. Other disabilities or deficits in the child's developing

physical and cognitive abilities may be identified by teacher and parent

observation or revealed by academic or developmental tests. Most school

districts have standardized programs to screen large numbers of children

between kindergarten and third grade.

According to Gargiulo (2014), under the provisions of IDEA, school

officials must notify the pupil’s parent(s)/guardian(s), in their native language, of

the school’s intent to evaluate the student and the rationale for this for this

decision, they must explain the assessment process and alternatives available to

the parent/guardian, such as the right to an independent evaluation of their son

or daughter. Successful accomplishment of this task dictates the use of both

31
formal and informal assessment tools. School psychologists, educational

diagnosticians, and other professionals responsible for evaluating the students

have a variety of assessment instruments at their disposal.

Children with disabilities and their parents have certain legal rights, most

importantly, the right to challenge any recommendation made by a school and its

staff. Parents who disagree with the school's educational program can hire legal

representation, request formal and informal hearings (due process), and obtain

additional evaluation from an independent consultant. Children with emotional

disturbances and related behavioral disorders have historically been

unrecognized as being eligible for special education services.

Inclusive Education. Inclusive education is educating all students in age-

appropriate general education classes in their neighborhood schools, with high

quality instruction, intervention and supports so all students can be successful in

the core curriculum. Inclusive schools have a collaborative and respectful school

culture where students with disabilities are presumed to be competent, develop

positive social relationships with peers, and are fully participating members of the

school communities although the notion of ‘disabilities’ entails varied conditions,

abilities, difficulties and needs, there is limited consensus on viable means of

addressing this diversity in educational provision.

According to Loreman et.al (2011), Inclusion involves the full participation

of all students in all aspects of schooling. It involves regular schools and

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classrooms being responsive, willing to genuinely adapt and change to meet the

needs of all students as well as celebrating and valuing difference. Differences

can be based on gender, culture,, ability, sexual orientation, socio-economic

contest, religion, or any other area in which learning and/or development are

impacted. Inclusion differs in that it now goes beyond disability to include to

include all forms of diversity, and assumes that all students are a part of the

regular school system from the very beginning of the school.

One of the best practices as far as Academic Content and Awareness

and Students are concerned is the equal treatment for special and regular

students/pupils. This was manifested in letting them join school activities

such as flag ceremony and elementary day celebration. Mainstreaming of

children with special need was one of the best practices in school with SPED

program (Mante,2015). Inclusion is both a practice and a basic underpinning of

modern educational philosophy. The practice of inclusion in public schools is

based on the legal concept of Least Restrictive Environment (LRE). Least

Restrictive Environment has come to be known, through legal challenges and

due process, as that educational experience that is most like that received by

non-disabled students. Schools are expected to offer a full spectrum of

placements in the best interest of children, from full inclusion, which means

receiving all instruction in the general education setting, to residential treatment,

33
when it is in the best interest of the child, and all alternate levels of restrictions

have been exhausted. (Amzad,2016).

Inclusive Education however is more than just addressing how the pupils’

disability impacts learning. It also must consider the various barriers often

impede or exclude meaningful and effective participation in the classroom. One

of the underlying assumptions of inclusion is the belief that all students are part

of or belong in the general education classroom. Yet it is important that the

physical placement of students in a general education classroom is not an end in

and of itself but rather a means to an end. Inclusion does not refer to a physical

space, it refers to a condition of a state being. (Gargiulo and Metcalf, 2017)

The Deped Order No. 72, s. 2009 stated Inclusive education embraces the

philosophy of accepting all children regardless of race, size, shape, color, ability

or disability with support from school staff, students, parents and the community.

A comprehensive inclusive program for children with special needs has the

following components. This is locating where these children are through the

family mapping survey, advocacy campaigns and networking with local health

workers. Modification in classroom instructions and activities is a process

that involves new ways of thinking and developing teaching-learning practices. It

also involves changes in any of the steps in the teaching-learning process.

Parents shall involve themselves in observing children’s performance,

volunteering to work in the classroom as teacher aide and providing support to

34
other parents. District and school-based special education and regular teachers,

administrators and parents need to collaboratively develop and facilitate the most

effective program for children with disabilities. This program shall be included in

the School Improvement Plan (SIP). Some students benefit from being placed in

a smaller classroom of students who have similar educational needs. Though

they may remain within a traditional school setting, the lower student to teacher

ratio can help them to grasp educational concepts and overcome challenges that

would hold them back in other classroom formats.

DepEd ensures inclusive education for learners with special needs. The

SPED program of DepEd provides a holistic approach in catering to the needs of

learners with various exceptionalities. This program ensures that learners with

exceptionalities will have access to quality education by giving them their

individual and unique learning needs. The parents or guardians of learners with

certain exceptionalities may reach out to principals or guidance counselors of

schools where they wish to enroll their children to determine the necessary

instructional program that their children need best. The instructional programs

that the SPED teachers shall implement are the .Self-contained/Special Class

with a separate class for only one type of exceptionality which serves moderate

to severe types of disabilities. Another is Itinerant Teaching in which a

traveling teacher reaches out to children with special needs in other schools or at

home to provide direct and consultative services. Integration/Mainstreaming

35
refers to the enrolment of a child with special needs in a regular class with

support services. Inclusion where all children with disabilities, regardless of the

nature and severity of their disability and need for related services, receive their

total education within the regular education classroom.(Philippine Times, 2017)

Research and fieldwork show that parent-school-partnerships improve

schools, strengthen families, build community support, and increase student

achievement and success (Roekel 2008). Involving parents and the community is

an important principle of quality, both in and out of the classroom. It is even more

relevant in the case of inclusive education, which is much broader than formal

education and should not only take place within the four walls of a classroom.

Parents’ collaboration is not only of benefit for children: there are also possible

gains for all parties, for instance: Parents increase interaction with their children,

become more responsive and sensitive to their needs and more confident in their

parenting skills. Educators acquire a better understanding of families’ culture

and diversity, feel more comfortable at work and improve their morale.

Family involvement is important throughout the lifecycle of children with

disabilities, especially in the early years (UNICEF, 2012). Involving parents and

the community is an important principle of quality, inclusive education, both in

and out of the classroom. A positive connection between parents and schools

influences children’s attitudes and achievements in education. Families and civil-

society organizations can also play an important role in the process of advancing

36
a legal and policy framework for inclusive education. Children with disabilities

are not the only ones that benefit: there are also advantages for parents,

classmates, educators and schools.

Amid challenges, Education Secretary Leonor Briones assured that the

Department of Education (DepEd) continues to strengthen its efforts to ensure

the full implementation of inclusive literacy. Briones, during the 2018 National

Literacy Conference and Awards (NLCA) held in Baguio City recently, recognized

that “literacy has gone beyond being able to just read and write.” She also

reported the latest efforts of the Department in boosting inclusive literacy such as

integrating information and communication technology (ICT) in the school

system; enhancing ICT literacy of learners, teachers, and school heads; and

augmenting computer requirements in public schools and laptop units for mobile

teachers.(Manila Bulletin,2018)

This shall be implemented in the forms of adaptations and

accommodations to foster optimum learning based on individual’s needs and

potentials. Modification in classroom instructions and activities is a process that

involves new ways of thinking and developing teaching-learning practices. It also

involves changes in any of the steps in the teaching-learning process. Curriculum

modifications shall include service delivery options like cooperative or team

teaching, consulting teacher program and others. The provision of support

services from professionals and specialists, parents, volunteers, and peers or

37
buddies to the children with special needs is an important feature in the inclusion

program. This plays a vital role in preparing the children in academic, moral and

spiritual development.

It was cited by Manansala and Dizon (2008) that shadow teachers and the

regular teachers believe that shadow teaching scheme has four general

objectives to offer assistance to the child to improve his/her academic

performance, to help the child improve and modify his/her behaviors and

eliminate inappropriate behaviors in class; to teach the child to be independent;

and to improve the child’s interactions with others. The shadow teachers also

believe that they are important in guiding the child in his/her school activities and

tasks, managing the child’s behavior, modifying and teaching the lessons to the

child, and helping the child interact with others

Villar (2010) introduced during the fifteenth Congress of the Philippines

the Senate Bill no. 75 which aimed to promote compulsory education for children

of compulsory school age, providing only for limited special circumstances for

exemption, directing the local government units, particularly in the barangay

level, to be directly involved in the monitoring of the education of children under

their areas of jurisdiction and the Department of Education to formulate the

necessary curriculum for learning. To ensure that the fundamental right of a child

to quality education is protected, an act ensuring the full realization of the

constitutional right of all citizens to quality education ordaining for the purpose “A

38
No Filipino Child left behind act of 2010. A policy of the State was declared to

protect and promote the right of the citizens to quality education and to take

appropriate steps to make such education accessible to all.

Aquino (2017) introduced during the 17th Congress of the Philippines an

act of instituting Inclusive Education through the establishment of Inclusive

Education resource centers for children and youth with special needs in all public

schools divisions, providing for standards and guidelines and appropriating

funds. Senate Bill no. 1414 seeks to make education inclusive and accessible to

every Filipino child by establishing a framework for special needs education

implementation nationwide. This act shall be known as "Inclusive Education for

Children and Youth with Special Needs Act".

The objective of this act is to provide parents with information and

activities to actively participate in the possible placement options and educational

programs for their children and to enable to make informed choices and

decisions. It stated that Learning Resource Center refers to a source hub that

provides students, teachers, school personnel and other education stakeholders

o f CYSNs appropriate instructional learning materials, tools, devices, gadgets,

equipment to facilitate and enhance learning; assessment tools and instruments

to evaluate developmental domains and specific areas of concern necessary in

determining appropriate services and placement decisions.

39
 In addition, the Department of Education (DepEd) has issued the policy on

the implementation of multi-factored assessment tool identify Learners with

Special Educational Needs (LSENs) who may need education services and other

services. Education Secretary Leonor Briones, in DepEd Order No. 29 series of

2018 issued to all undersecretaries, assistant secretaries, bureau and service

directors, regional directors, schools division superintendents, public senior high

school heads and all others concerned – issued the Policy on the Utilization of

Multi-Factored Assessment Tool (MFAT). The Department of Education, through

the Bureau of Learning Delivery-Student Inclusion Division (BLD-SID), issued the

MFAT to assess Grade 1 learners enrolled in regular schools, who may exhibit

developmental advancement or delays or have manifestations of learning

disability.

Slaughter (2018) stated that students with disabilities who require minimal

intervention often receive “push-in” services as a first step in the special

education process. A specialist, such as an occupational therapist or SLP, will

come into the classroom to assist the teacher during regular lesson plans for the

day. Students who need a bit more focused help from a speech-language

therapist, occupational therapist, or another specialist may be pulled out of the

classroom for work in a one-on-one or group setting. Students who struggle in

reading, writing, or speech are often placed within these types of programs.

40
 Collaboration in inclusive schools actively involve students. Engaging with

students to seek their perspectives is fundamental to the culture of inclusive

schools, where students are valued and treated with respect for their diverse

knowledge and experiences ( Carrington and Robinson, 2014).Many activities

can purposefully engage students as collaborators in teaching, decision making,

school planning and inquiry.(Loreman et.al,2011). Teachers support learning in

inclusive classrooms in three ways. First, they teach so that students with

differing abilities and learning styles can understand and participate. Second,

they modify assignments when they are too difficult. Third, they model respect

and encourage friendships. Some schools do not support a family’s desire for

inclusion, because they are used to providing special education services to

students in separate classes. Or they may not understand how to make inclusion

work for all children.

Central to the teaching and learning that occurs in schools is the

curriculum. Curriculum is an umbrella concept that is comprehensive in scope

and complex in practice. In broad terms, it has to do with the teaching and

learning of knowledge, skills, and attitudes. It embraces issues such as subject

matter, pedagogy assessments/evaluation, and related resources involved in the

organization. The term elaborative curriculum relates to all other aspects of

curriculum that could be considered “non-core”. The elaborative curriculum is

important, as it adds richness, depth, scope, and variety to the core curriculum.

41
(Loreman,Deppeler & Harvey, 2011). Issues surrounding the provision of

curriculum suitable for inclusive settings are central to successful

(Dymond,Rentzaglia, Gilson & Slagor, 2007). While modification of curriculum to

suit the individual student with differing needs is a widely accepted practice.

Teachers are generally expected to provide instruction in well defined

learning problems related to the specific needs of student with learning differing

needs, while also ensuring that they are included in the regular program as much

as possible (Soukup,Wehmeyer, Bashinski & Bovaird,2007). Under this system,

students with different needs may be viewed as being fundamentally different

from their peers in how they learn and what they need to know. Indeed the very

act of implementing individualized plans in the context of a curriculum that is not

generally written to include all students can be viewed as exclusionary

(Lloyd,2008) . The idea of modification of regular curriculum is based on a

number of negative assumptions about students with diverse needs for example,

that students requiring such modification might learn at slower rates, are unable

to perform certain required assessment tasks, and often require practice and

repetition to consolidate learning (Lewis & Norwich,2005).

Batas Pambansa blg. 344 is an act to enhance the mobility of disabled

persons by requiring certain buildings, institutions, establishments and public

utilities to install facilities and other services. In order to promote the realization of

the rights of disabled persons to participate fully in the social life and the

42
development of the societies in which they live and the enjoyment of the

opportunities available to other citizens, no license or permit for the construction,

repair or renovation of public and private buildings for public use. Educational

institutions, airports, sports and recreation centers and complexes, shopping

centers or establishments, public parking places, work-places, public utilities,

shall be granted or issued unless the owner or operator thereof shall install and

incorporate in such building, establishment, institution or public utility, such

architectural facilities or structural features as shall reasonably enhance the

mobility of disabled persons such as sidewalks, ramps, railings and the like.

Practices of Schools on Admission, Retention and Promotion. The Policies

and Guidelines for Special Education, revised edition (1997) affirmed that the

State shall promote the right of every individual to relevant quality education

regardless of sex, age, breed, socio-economic status, physical and mental

condition, social or ethnic origin, political and other affiliation. The State shall

therefore promote and maintain equality of access to education as well as the

enjoyment of the benefits of education by all its citizen. Children with special

needs shall enjoy equality of access to formal and nonformal education.

Educational help for the handicapped child shall be made available as early as

possible. Every school division shall organize special classes and provide special

services for children with special needs.

43
 All schools at the preschool, elementary, secondary and tertiary levels

shall admit children and youth with special needs. The school entrance age of a

child with special needs to formal academic instruction shall follow the current

regulation of the Ministry of Education, Culture and Sports. He may be admitted

any time during the year, if circumstances warrant such admission. No age

requirement nor time limitation shall be imposed for attendance to nonformal

education programs. Only persons with special needs shall be eligible for

enrolment in special schools. An assessment test to determine proper grade

placement shall be administered to special students who cannot present school

credentials. Their admission shall be subject to the approval of the regional

director.  

Over-aged students assessed by the Philippine Educational Placement

Test but found deficient in communication and other skills, shall be admitted

provided that they shall undergo remedial instruction in the areas of deficiency.

Placement in a special class shall be temporary and not terminal, thus a

continuous assessment process is essential. A maximum of only 2 children with

the same or different type of handicapping condition shall be integrated in a

regular class at any given time. An itinerant teacher shall have a case load of not

more than five children with special needs. The special education teacher shall

be assisted by one or more teacher aide when necessity demands and whenever

possible. Promotion of children with special needs shall follow the promotion

44
policy for the regular grades. The promotion from grade to grade or from level to

level shall follow the promotion policy for the regular grades.

Preschool education and post secondary education for technical and

vocational courses shall be salient features of the formal education of children

with special needs. Integration and involvement are key ingredients for

increasing student retention and promoting success. The type of classroom

climate we seek to create and the teaching techniques we use can produce an

environment that either supports or impedes our diverse students. Studies

continue to confirm the positive impact of open and inclusive classroom

environments and the enhanced learning that comes with it. This has a direct

effect on students’ sense of fulfillment and their persistence and retention.

Quenemoen, Leh and Thurlow (2000) claimed that researches based on

both social promotion and retention are of varying quality, and there were few

studies examining changes in the curriculum or instruction that students receive

before and after retention. The majority of studies on retention document its

ineffectiveness as an intervention aimed at improving achievement levels for

students who are already struggling. Studies on social promotion are hampered

by limited documentation of the number or percentage of students who are

socially promoted, and the difficulty of identifying them.

Retention is the most common and immediate consequence for students

who have not mastered grade level material (Shepard, 1991). Research on

45
retention reinforces evidence of varying impact on racial and economic groups,

finding that students who are more likely to be retained tend to be male, African

American or Hispanic, of low socio-economic standing, and have parents who

dropped out of school (Alexander, Entwisle & Dauber, 1995).

There are relatively fewer studies that have addressed the social and

behavioral adjustment outcomes of retained students. The findings from these

studies have suggested that grade retention can have harmful effects on

socioemotional and behavioral adjustment as well as academic adjustment.

Holmes (1989) concluded that on average, the retained students displayed

poorer social adjustment, more negative attitudes toward school, less frequent

attendance, and more problem behaviors.

While there are few studies examining the efficacy of early grade retention

that extend through high school, longitudinal studies that do exist have

consistently demonstrated that retained students are more likely to drop out than

matched comparison groups of equally low achieving, but socially promoted,

peers (Jimerson, 1999; Jimerson, Ferguson, Whipple, Anderson, & Dalton,

2002). Children are most often retained due to low academic achievement,

behavioral difficulties, or a combination of the two. Alternatives designed to

prevent academic failure, remediate academic deficits, address behavioral

problems, and reduce retention rates include an array of possible school-wide

interventions and instructional strategies (Rafoth & Carey, 1995).

46
 School-wide interventions refer to administratively commissioned

programs that are pervasive throughout the school whereas instructional

strategies are direct, teacher-led interventions implemented within the existing

classroom structure, (Zins and Weisberg 2004). In addition, stipulated in the

Social Promotion Code of the State of California (Education Code Section

48070.5) is that a Pupil shall be retained unless the pupil’s regular classroom

teacher specifies in writing that retention is not the appropriate intervention. This

written documentation shall specify the reason why retention is not appropriate,

and recommendations for interventions other than retention that the teacher

decides are necessary. If the intervention is contingent on pupil’s participation in

a remediation program, the pupil’s academic performance shall be reassessed at

end of program, and decision to retain or promote will be made at that time. The

teacher’s evaluation shall be provided to and discussed with the pupil’s parent or

guardian and the school principal before any final determination of pupil retention

or promotion.

Local policy shall include process by which teacher decision to promote or

retain can be appealed. Local policy shall provide that students at risk of being

retained be identified as early in the school year as practicable. The policy shall

provide for parental notification when a pupil has been identified to be at risk of

retention. This district policy shall provide a parent or guardian the opportunity to

consult with the teachers responsible for the decision to promote or retain.

47
 Education of children with special needs has come a long way; from

special education to integrated education and from integrated education to

inclusive education (access to the main stream). In spite of the support by a

number of policies and programs from time to time to accelerate the pace of all

the efforts made in this direction the regular schools with inclusive orientation

face many barriers and challenges. The challenges are –The whole idea of

inclusive education is defeated due to lack of proper attitude and sensitivity on

the part of teachers, parents, community and classmates. Lack of trained

teachers, large class size, lack of child centered and relevant curriculum, limited

appropriate teaching learning materials, teachers lack competence and will to

modify methodology as per the need , lack of proper in fracture, lack of access to

main stream and lack of participatory activities.

According to Dr. Melissa Heston, Associate professor of Education,

University of Northern lowa, ‘When good inclusion is in place, the child who

needs the inclusion does not stand out.’ To be able to deal with all the challenges

it is necessary to sensitize people about it and focus on providing education of

three H- Head, Heart and Hand especially education of the heart which is related

to feeling aspect. As the formal schooling is rigid in terms of time, curriculum,

learning pace, evaluation and is unable to accommodate and retain children with

special need it is necessary to look for an alternative strategy and approach.

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 Challenges and Issues of Inclusive Education. Although many schools are

moving towards Inclusive Education, there are a number of challenges and

issues that need to be addressed. The challenge of Inclusive Education is to

provide the right education by giving persons with disabilities an access to a high

quality and meaningful place in Education system. This goal can be achieved by

adapting Education to the needs of persons with disabilities. Perhaps most

importantly, inclusive classrooms encourage open and frank dialogue about

differences as well as a respect for those with different abilities, cultural

backgrounds and needs. Despite the benefits, there still are many barriers to the

implementation of inclusive education.

A UNESCO article, “Inclusive Education,” outlined many of them,

including: Societal norms often are the biggest barrier to inclusion. Old attitudes

die hard, and many still resist the accommodation of students with disabilities

and learning issues, as well as those from minority cultures. Prejudices against

those with differences can lead to discrimination, which inhibits the educational

process. The challenges of inclusive education might be blamed on the students’

challenges instead of the shortcomings of the educational system. In some

districts, students with physical disabilities are expected to attend schools that

are inaccessible to them. In economically-deprived school systems, especially

those in rural areas, dilapidated and poorly-cared-for buildings can restrict

accessibility.

49
 Some of these facilities are not safe or healthy for any students. Many

schools don’t have the facilities to properly accommodate students with special

needs, and local governments lack either the funds or the resolve to provide

financial help. Environmental barriers can include doors, passageways, stairs

and ramps, and recreational areas. These can create a barrier for some students

to simply enter the school building or classroom. A rigid curriculum that does not

allow for experimentation or the use of different teaching methods can be an

enormous barrier to inclusion. Study plans that don’t recognize different styles of

learning hinder the school experience for all students, even those not traditionally

recognized as having physical or mental challenges. Teachers who are not

trained or who are unwilling or unenthusiastic about working with differently-abled

students are a drawback to successful inclusion.

Murphy (2015) pointed out that Societal norms often are the biggest

barrier to inclusion. Old attitudes die hard, and many still resist the

accommodation of students with disabilities and learning issues, as well as those

from minority cultures. Prejudices against those with differences can lead to

discrimination, which inhibits the educational process. The challenges of

inclusive education might be blamed on the students’ challenges instead of the

shortcomings of the educational system.

In some districts, students with physical disabilities are expected to attend

schools that are inaccessible to them. In economically-deprived school systems,

50
especially those in rural areas, dilapidated and poorly-cared-for buildings can

restrict accessibility. Some of these facilities are not safe or healthy for any

students. Many schools don’t have the facilities to properly accommodate

students with special needs, and local governments lack either the funds or the

resolve to provide financial help. Environmental barriers can include doors,

passageways, stairs and ramps, and recreational areas. These can create a

barrier for some students to simply enter the school building or classroom.

 Adequate funding is a necessity for inclusion and yet it is rare. Schools

often lack adequate facilities, qualified and properly-trained teachers and other

staff members, educational materials and general support. Sadly, lack

of resources is pervasive throughout many educational systems. Centralized

education systems are rarely conducive to positive change and initiative.

Decisions come from the school system’s high-level authorities whose initiatives

focus on employee compliance more than quality learning. The top levels of the

organization may have little or no idea about the realities teachers face on a daily

basis.

Overcoming the many barriers to inclusive education will require additional

funding, but even more importantly, it requires the change of old and outdated

attitudes. Studies support what many classroom teachers know by

experience: that the benefits inclusion provides to all students easily justifies the

effort.

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 Preparing and training a teacher is the first step in making special needs

inclusive classrooms a success. This goal can be achieved by adapting

Education to the needs of persons with disabilities. There are some teachers

which are not aware and familiar to Inclusive education . Educators need to

coordinate efforts and understand the needs of the students in terms of

developing skills and lesson plans. Students with severe and profound disabilities

require more adaptation and medical attention than the average student.

Teachers must be skilled in handling severe disabilities and create lesson plans

based on individual abilities and adhere to dietary needs of the child.

Lack of experience can lead to the child not progressing with skills or

cause of adverse medical incidents. Special needs inclusion classrooms must be

able to involve its students in all classroom activities. Teachers need to address

how the classroom will communicate with each other and encourage

participation. If there is a lack of adaptive equipment or adaptive communication

and language tools, it makes it difficult for teachers to function as a united

classroom. When there are children of all abilities in the classroom, both physical

and academic, children in the middle can easily fall between the cracks. These

children can have learning disabilities, hearing impairments, ADD or language

delays to name a few.

According to UNESCO (2009) , an Inclusive Education system can only be

created if ordinary schools become more inclusive – in other words, if they

52
become better at educating all children in their communities . Article 24 of the UN

Convention of the Rights of Persons with Disabilities recognizes that education

should be accessible without discrimination and on the basis of equal opportunity

within an inclusive education system at all levels . It is widely acknowledged,

nonetheless, that children with disability continue to experience different forms of

exclusion which vary depending upon their disability, domicile, and the culture or

class to which they belong (UNICEF, 2013).

Ainscow, Booth and Dyson (2006), for example, propose a typology of six

ways of thinking about inclusion that considers inclusion: as a concern with

students with disability having special educational needs; as a response to

disciplinary exclusion; in relation to all groups being vulnerable to exclusion; as

developing the school for all; as education for all; and as a principled approach to

education and society. Loreman (2009) provides a synthesis of the features of

inclusive education evident in a variety of sources situated firmly in this key

features’ category. These features include all children attend their neighborhood

school. Schools and districts have a ‘zero-rejection’ policy when it comes to

registering and teaching children in their region. All children are welcomed and

valued.

A further challenge that continues to create significant barriers to inclusion

is the attitude of society. Being a nation of diverse cultures and ethnic groups

with diverse understandings of disability that may inform attitudes towards

53
inclusion. When inclusion is seen as a disability issue and not as a whole-of-

school issue, inclusive education becomes a code for ‘special education’ and as

such can work against inclusive practice, with certain individuals and groups of

children becoming pathologized in the eyes of educators. An expanded view of

inclusive education allows it to be seen as a human rights issue, with

marginalized and excluded groups being discriminated against and denied what

is readily available to others in the mainstream. Inclusion, thus, requires“… a

focus on all policies and processes within an education system, and indeed, all

pupils who may experience exclusionary pressures” (Ainscow, Farrell & Tweddle,

2000,p. 228).

Berlach and Chambers (2011) describe the initial step to inclusive

education as having an accurate understanding of what is in preparing for what

may be on a much broader scale. To do this, it follows that it is essential to be

able to measure inclusive education. Not dissimilar to IQ tests that purport to

measure intelligence in the absence of an agreed upon definition of what that is,

inclusive education measurement instruments are forced to provide their own

definition of inclusion before providing areas for examination. However,

emotional problems can in fact act as a barrier to education. For children with

emotional disturbances to qualify for special education, evidence from

psychological testing and observation (by teachers or therapists) must

demonstrate that the emotional issues significantly affect educational

54
performance. Most public schools do not have the staff and resources to handle

children with emotional disturbances, in addition to other children with disabilities.

Many alternative schools exist for children with emotional disturbances and

behavioral disorders who have average and above-average academic abilities. If

the public school cannot adequately provide FAPE for such students, parents

can seek legal representation to obtain funding from the public school for their

child to attend an appropriate alternative school.

Schools must be ready to both accept students with diverse needs as well

as to behave in proactive ways to eliminate barriers to enable full participation.

Schools must adopt the features of inclusion, while at the same time be prepared

to dismantle mechanisms and practices leading to exclusion (Forlin, 2013).

Measuring, therefore, involves reviewing inclusion from the perspective of a

whole-school approach such as proffered by the UNICEF definition of "Inclusion

is really about how well child-friendly schools are doing at making practical

changes so that all children, regardless of their background or ability, can

succeed”

Funding formulas structured to punish school systems that implement

inclusion are a major barrier. If there are more funds for students who are

excluded or served entirely in special education settings, then school systems

are unlikely to push for these students to spend more time in regular education

settings. Another major obstacle for inclusion is negative experiences parents of

55
children with disabilities have had with teachers and administrators. Sometimes,

parents feel their child needs a "break" from the general education program to

ease these frustrations. Finally, lack of training in teaching children with special

needs is often cited as a problem by general educators. These teachers often

feel unprepared to educate children with special needs, especially with recent

emphasis on test scores and accountability. It is up to administrators and special

education staff to help ease the fears and frustrations of teachers and parents,

but only legislators can help with outdated funding formulas (Seehorn,2019).

Time constraints can be considered as challenge or barrier to inclusion.

Lack of training in teaching children with special needs is often cited as a

problem by general educators. These teachers often feel unprepared to educate

children with special needs, especially with recent emphasis on test scores

and accountability. It is up to administrators and special education staff to

help ease the fears and frustrations of teachers and parents, but only

legislators can help with outdated funding formulas. A Study of Certain

Factors Related to Learning Disability in English among School Students

done by Harinath, (2007) reveals that teachers exhibited low and moderate

knowledge on concepts causes and characteristics of children with intellectually

challenged.

Physical barriers, such as ramps and toilets, had been addressed in

most school buildings, but no school had systematically audited and acted

56
upon an audit of the playground for inclusive play. (Woolley. et. al., 2006).

Obviously, a student with a disability cannot learn in an inclusive classroom if

he cannot enter the room, let alone the school building. Some schools are

still inaccessible to students in wheelchairs or to those other mobility aides and

need elevators, ramps, paved pathways and lifts to get in and around

buildings. Accessibility can go beyond passageways, stairs, and ramps to

recreational areas, paved pathways, and door handles.

Bert Massie, chairperson of the UK disability right commission (2006) at

the NDA research conference in Dublin. The study on “Attitude of parents

and teachers towards inclusive education” done by Nayak, (2008) examined

the attitude of both parents and teacher towards inclusive education. Results

of the study reported that teachers look forward to teaching in an inclusive

environment and are rarely to feel the challenges. Results of the study also

showed significant difference in the opinions of teachers of normal school. As

with society in general, the negative attitudes and stereotypes are often

caused by a lack of knowledge and understanding.

Development of Inclusive Education. The development of an inclusive

education plan means that the school has to make the system flexible to cater for

children along the entire spectrum from the very gifted to the severely disabled.

When students experience challenges in academics or behavior you may need to

put an intervention plan in place to get them back on the right track. In the

57
classroom, interventions are activities that you would use to help students

become successful in their classwork or decrease negative behavior towards

others. They should be a team decision, based on students' needs and available

resources.

Bupha, Erwan and Saihong (2012) summarize the following as pertinent to

developing an Inclusive Education Model. Considering and selecting suitable

curriculum, teaching media, learning activities, facilities and innovations for

inclusive class instructional management. The goal is to select activities that

develop the learner by, taking into account the diversity of learners and

responding to the needs and abilities of learners. Relevancy is required in

planning for learning opportunities and challenges. Each child differs in interest

and learning level. The natures and traits of individual children are considered in

learner-centered learning activities that challenge children to demonstrate their

diverse abilities. The teacher should be creative in adapting teaching strategies

and curricula to meet children’ s needs and provide other necessary assistance.

The purpose of this plan is to provide structure, procedures, routines, and

systems that will set a positive foundation for learning and keep my classroom

running smoothly all year long. In order for effective learning to take place, the

classroom environment must be set-up and managed in such a way that enables

students to focus on learning. Having a pre-developed plan will allow me, as a

beginning teacher, to enter my classroom on the first day of school prepared to

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set-up the students and myself for a school year of success. The following plan

has been developed with a preschool-kindergarten classroom in mind, with

adjustments for use in the older grades noted whenever appropriate.

(Janosky,2016)

The field of special education has in recent years gained recognition

among enthusiasts, like teachers and even parents to embark into research and

furthering their studies along the area of special education most especially on

inclusive education. This is a positive development in special education

especially with the offering of special education units in the curriculum of teacher-

training institutions or in the pre-service level. With special education as the

chosen area, it is expected in a few years time we will be generating a good

source of data we can use in program development and improvement.

One type of academic plan is personal educational plans. A personal

education plan details the activities that you are going to use in order to help the

student become successful. These activities could include tutoring, one-on-one

assistance, or shortened assignments for the student to complete. Let's say you

are a language arts teacher and had a student who was struggling with reading

comprehension. The student is in danger of failing your class because of his poor

test scores, lack of classwork completion, or a combination of the two. You would

probably want to create a personal educational plan to address the student's

academic issues.

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 The transformation of the education system from a dual (special and

ordinary) to a single inclusive system is an exercise that requires major shifts at a

conceptual and practical level. It impacts on the gaze of intellectuals and

practitioners, different bands of education, curriculum, assessment, assessment

procedures and every aspect of how we think and act in pedagogical terms. Such

deep change cannot happen overnight. Any attempt at transformation of this

nature must be organized and carefully planned. In order for inclusive practices

to be implemented, we need to start understanding what changes have to

happen within the classroom in the way in which teachers teach and respond to

learners, schools in the way they develop inclusive cultures, policies and

practices, systems and structures which support educators, managers and

institutions.

One model of inclusive education in the Philippines is the mainstreaming

program. This can be either partial or total. Its operationalization is best

exemplified in the Special Education Center where the Center is part of the

regular elementary or secondary school. The shifting of disabled children in the

regular class becomes a part of the school program because the children are

already within the school Operating on the principle of placement in the "least

restrictive environment" the mainstreaming program can be the Philippine

commitment to Inclusive Education. In the implementation of inclusive service

delivery plan it is essential to develop collaborative instructional teams. At the

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core of teams are general educators and special educators who will work

together most closely to meet the needs of the range of learners. This developing

core needs special consideration in terms of matching the strengths of the

teachers giving time to plan, and making sure they are a well-oiled team. The

principal as leader, must play a number of key role to foster collaboration.

There are approaches identified to make inclusive education work in

regular schools. Establishment of a SPED Center which will function as a

Resource Center to support children with special needs enrolled in regular

schools' assist in the conduct of in-service trainings for regular teachers,

administrators and prospective SPED teachers. The various difficulties faced by

pupils with Special Educational Needs necessarily require a concrete answer

from both educational and learning perspectives. The drafting of the

Individualized Education Plan for students with disabilities and that of the

Personalized Didactic Plan (PDP) should not be considered as the fulfilment of a

bureaucratic request set by specific laws, but as a moment of real educational

planning related to the actual needs expressed by the pupils.

Assessment provides information for planning to promote or develop

individual children, and allows each child to prepare a student portfolio.

Assessment is carried out by observing every class activity, including student’s

participation in instructional activities in class and students’ social skills.

Instruments and technologies are helpful for assessment, and the measured data

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are used by teachers to analyze each individual child. The transformation of the

education system from a dual (special and ordinary) to a single inclusive system

is an exercise that requires major shifts at a conceptual and practical level. It

impacts on the gaze of intellectuals and practitioners, different bands of

education, curriculum, assessment, assessment procedures and every aspect of

how we think and act in pedagogical terms. Such deep change cannot happen

overnight. Any attempt at transformation of this nature must be organized and

carefully planned.

Complex issue such as developing inclusive teaching, learning and

assessment practices cannot become a reality within our classrooms if all

educators, managers and administrators do not understand what has to change

at both a theoretical and a practical level. In order to develop a feasible

implementation plan for the envisaged twenty-year period a number of research

tasks will need to be undertaken. Such research will inform the development of

the implementation plan particularly with respect to the financial, human resource

and institutional constraints that have been identified.

As part of the development work in the nodal areas, a strategy will be

developed to identify and mobilize out of school children and youth with

disabilities and incrementally increase their access to educational programs and

support. A range of strategies will be applied to increase the enrolment of

learners with disabilities, such as coordinated identification procedures,

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community mobilization through advocacy and increasing physical accessibility

features of school sites and availability of assistive technology. Possibilities of

addressing staff shortages for the provision of support through the Extended

Public Works Program will be investigated. Encouraging disabled children and

youth from poor communities to enter schools, will lead to empowerment and

access to basic services and integration into the social fabric of their

communities.

Related Studies

In this section, different types of studies related to Inclusive Education,

Primary Education and Special Education are presented. Studies conducted in

the Philippines on Inclusive Education program are limited.

The purpose of the study of Ciyer (2010) was to better understand the

processes of local adaptation and modification of UNESCO's Inclusive

education policies, the possible resistances to global forces

in inclusive education in Turkey, and the consequences of the implications of

those policies in Ankara, Turkey from local educators' views. An analysis of the

interview data highlighted the various complexities, tensions, and inadequacies in

the conceptualization of Inclusive education in Turkish public primary schools

that study participants have observed and experienced. In light of the findings,

possible reasons behind the gap between theory and practice and the

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discrepancies between Western and Turkish interpretations of inclusive

education in Turkey are discussed.

Kemple (2012) made a study to determine the conceptual analysis of key

concept in Inclusive education. The concept of an ‘inclusive classroom’ is

analyzed through a generic-type conceptual analysis to determine a set of

necessary and sufficient criteria. ‘Inclusion’ and ‘co-teaching’ are examined

through differentiated type analysis, resulting in new definitions for this key

concept. ‘Having a disabilities’ is often seen as a gateway to receiving special

education and related services. This concept of having a disability is analyzed

through a generic-type analysis to provide a set of necessary and sufficient

criteria. The conceptual analysis of these concepts answer the calls for further

research and clarification of this key terms in Inclusive Education.

Moh (2013) designed a questionnaire to investigate attitudes of faculty

members towards inclusive educational practice within their universities, and

their concerns about inclusive educational practice. The research contributed to

theoretical and practical knowledge by providing for the first time, evidence about

relationship between policies, curriculum and teaching. The study made

recommendations and suggested strategies to deal with the identified challenges

and finally provides a roadmap to policymakers educational in Libyan universities

that may assist in the successful implementation of inclusive education in Libyan

higher education.

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 In the study of Zungu (2014),Descriptive statistics was used as an

adopted method of data analysis. Data was presented in tables. Comparisons

were drawn among the respondents with respect to age, gender, knowledge of

Inclusive Education and experience in teaching in Inclusive Education setting on

the way teachers responded to questionnaire. Data was also represented in

figures constructed to display responses. Analysis was done mainly to respond to

the research questions and was summarized to address the objectives of the

research. Descriptive statistics was used to analyze data to reflect the level in

which the Inclusive Education policy was being implemented in primary schools

in the Wakkerstroom Circuit. Qualitative methods were followed to analyze data

from the structured interviews. The statistical tools that are used in this research

are tables and graphs. These statistical tools are relevant for descriptive

analysis.

Aquino et al (2015) assessed the implementation of Inclusive Education

among children and youth with special needs. It investigated how well the school

maintains the salient features of Inclusive Education how well it addresses the

basic concern of parents of non-disabled students, the inclusion potential

benefits, and how adequately key persons carry their roles during phases of

implementation. In using the descriptive method, two of the three administrators,

thirteen regular teachers, two SPED teachers and seven hundred thirteen

parents of disabled and nondisabled children from selected schools in Isabela

65
were considered. Checklist, guided interview, focused group discussion;

observations, weighted mean and standard deviation were utilized.

Alothman (2014) in his study examined Saudi Arabia within the context of

increasing national and international emphasis on inclusive education of deaf

students and where policy overtly supports increasingly inclusive schools. The

study had two stages: the first involved exploratory focus-group interviews with

schools' staff including schools' principals, teachers and parents of deaf students;

and, stage two was based upon individual interviews, observations and

documentary data. A purposive sampling strategy was adopted in both cases

and overall 61 participants were included. A key finding was that principals

of inclusive schools lacked the knowledge and understanding

of inclusive education necessary for effective education for deaf students

Dapudong (2014) used descriptive survey method to investigate

international school teachers’ knowledge and attitude towards Inclusive

education of SEN students in the Eastern Seaboard region of Thailand in the

school year 2013-2014. Fifty-two male and female general education and special

educational needs teachers who work full time in four international schools in the

region completed the Modified Opinions Relative to the Integration of Children

with Disabilities (MORID) survey. The respondents had moderate knowledge on

Inclusive education and revealed neutral attitude towards inclusion. There is a

need for schools to provide more special educational needs training, sufficient

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learning support providers and educational resources as well as in-depth

specialization courses that provide specialized practices for implementing the

SEN strategies in their classrooms as well as offering teaching strategies on how

to bridge theory and practice

The study of Bila (2015) was designed to examine the perceptions of

stakeholders on the implementation of the Kaduna State Universal

Basic Education Law of 2005 (amended 2007) on inclusive education in Kaduna

State. It was set to investigate the extent of the success of inclusion at the

basic education level. It also looked at the perceptions of the participants on the

needed support, resources, and teacher training development as essential tools

for successful implementation of the policy. Twenty-five participants comprised of

regular teachers, head teachers, junior secondary school principals, state

universal basic education board officials, and parents were randomly selected

and interviewed. Analysis of the data collected revealed a general

acknowledgment that much is still required for the universal

basic education policy provision to be realized.

The purpose of the study of Holdman, (2015)  was to compare the

attitudes of trained and untrained school administrators

toward inclusive education initiatives. In this study, the following research

question was answered: What is the difference in the attitudes toward inclusion

of school administrators who are trained in special education compared to school

67
administrators who are not trained in special education. The results of the study

indicated that there is no difference between trained and untrained

administrators’ attitudes toward inclusive education initiatives based on their

special education training. Therefore, the analyses of the data resulted in failure

to reject the null hypothesis. Implications for practice based on the results of this

study can be applied to university administrator training programs, school district

administrators, educational leaders, and state and federal departments

of education.

Skrebneva (2015) focused on the experiences of deaf learners were

investigated in order to understand the unique needs of these learners. The

current research was undertaken with the purpose of determining of exploring

ways in which the curriculum can be adapted to accommodate deaf high school

learners within Inclusive Education settings. This goal has been achieved by

means of a comprehensive literature review and the interpretation of data

collected through a questionnaire survey and interviews. The study findings have

culminated to the development of the support guidelines for the educators to

accommodate and integrate deaf learners into mainstream classrooms and

assist them in understanding their roles and responsibilities in the inclusion effort.

Mante (2016) on the other hand, showed that the Socorro Central

Elementary School and SPED Center of the District of Socorro East in an

Inclusive School. From among the different areas in inclusive practices, Special

68
Subject Areas/Extra Curricular Activities were the strongest points followed by

Academic Content and Assessment and Community. The area which did not

have a high rating was in the area of Teacher Development. There were a

number of Best Practices as well as Problems Encountered in implementing

Inclusive Education. Some of these Best Practices are support from

administration. The mainstreaming of CSN in regular/general education

classroom was also a Best Practice although there seems to be a lack of proper

assessment among the pupils. Strong linkage with the community was also one

of the strongest points of the schools.

Muega (2016) in his study focused on the knowledge and involvement of

schoolteachers, school administrators, and parents of children with special needs

in the implementation of Inclusive Education . One set of research questions was

aimed at determining the participants' concept of Inclusive Education and how

they are involved in its practice. The other set of questions was aimed at finding

whether there is a significant difference among the answers given by the

participant groups regarding their concept of and involvement in IE.

The problems related to Inclusive Education were approached using

grounded theory and quantitative analysis. Utilizing a modified survey

questionnaire, data was collected from 91 participants who have a firsthand

knowledge of and experience with inclusive schools located in Quezon City,

Metro Manila, Philippines. Research hypotheses were tested after open coding

69
had been completed and an answer was given to each qualitative research

question. It has been found that the participants neither question nor resist the

practice of inclusion in their respective general education settings.

Wentzel, (2016) focused on the experiences of Primary School teachers in

providing learning support for learners with mild intellectual disabilities. The

research produced a number of key findings and concluded that many teachers

lack sufficient training to identify and address barriers to learning, especially

those with mild intellectual disabilities. Furthermore, the study revealed that

support structures at participating research schools seem to be non-functional,

and guidance and assistance from the Department of Education is minimal. The

findings were used to propose recommendations that could be used by primary

school teachers to support learners with mild intellectual disabilities in

mainstream schools.

Motitswe (2017) revealed that teachers did not have enough skills of

screening, identifying and addressing barriers to learning, especially in adapting

the curriculum to accommodate all learners. The implementation of Inclusive

Education has been described as very complex. The complexity thereof is

affected by finance, overcrowding of learners, limited teaching and learning time,

resources, support structures and other social reasons. Special schools, full-

service and mainstream schools are also part of those which describe Inclusive

education as a complex concept. The purpose of this study was to enhance

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productive pedagogies to shift from pathological-deficit model which approaches

learners based upon the perceptions of their weaknesses rather than their

strengths and views those learners’ differences as deficits.

Negash (2017) aimed to investigate the inclusion of visually impaired

learners in Ethiopian Secondary Schools. He conducted the study using mixed

methods research multiple case study. In the selection of schools and research

participants, a purposive sampling method was employed. The findings of the

study revealed that the nature of inclusivity regarding visually-impaired learners

in Tigray Secondary School in Ethiopia is poor and visually-impaired learners are

excluded. As a result, the exclusive nature of the schools is affecting the

implementation and actualization of inclusive education. Based on the findings,

the study calls schools, communities, governmental and non-governmental

organizations to take action for the implementation and realization of inclusive

education and the inclusion of all learners, such as visually-impaired learners.

The purpose of the study of Nguluma (2017) was to find out school

administrators' attitudes and the possible factors that might have influenced their

attitudes toward the inclusion of students with disabilities in the regular education

classrooms. A customized questionnaire entitled the Principals' Attitudes Toward

Inclusive Education (PATIE) scale was used for the data collection. The study

included 232 school administrators; principals and assistant principals from the

public elementary and middle schools in Sakarya Province. The results of this

71
study showed the overall attitude of the school administrators was significantly

positive, and their attitude toward inclusion of children with disabilities in general

schools were influenced by several independent variables; training related to

special education, job position and the years of teaching experience in general

schools.

On the other hand, Ravina (2017) made a study which focused on Early

Intervention Program Management of SPED and Non-SPED Centers in the

Division of Quezon Province. Ravina used the Descriptive research which utilized

Survey questionnaire, Interview and Focus Group Discussion. The study also

covered the practices employed by SPED teachers in their class under Early

Intervention Program It was recommended by the researcher to revisit the

policies and guidelines in Special Education and intensify the collaboration with

all stakeholders to maximize the programs in the Division of Quezon. The study

ventured in proposing an Enhanced management of Early Intervention

Program.```````````

The study of Rabara (2017) was conducted in Public Elementary schools

that give Special Education for the exceptional children in the different schools in

Region I. The respondents are Administrators and Special Education teachers

and library research for related studies. It aimed to assess and evaluate the

education of exceptional children in the Public Elementary schools in Region I for

the school year 2014-2015.Based on the findings and conclusions, the following

72
recommendations are the objectives in educating the exceptional children should

be fully attained by the Special Education teachers with the sincere support of

the School Administrators, parents and patrons. The Special Education teachers

should use appropriate methods and techniques that will meet the needs of each

group of exceptional children.

Synthesis

The reviewed literature emphasizes the importance and connection of

each topic to the current study. It covers the introduction of Special education

and the related Policies and guidelines . It outlines the importance and status of

Inclusive Education program. A thorough discussion of the practices of the

schools has been tapped to widen the knowledge of education practitioners

regarding this program. The literature highlights an overview of the following

variables such as challenges, issues, and development of Inclusive education

management plan.

These data are necessary in developing an inclusive environment and

implementation of the program will be guided well . The intention is to state that

education management for both the special and typical children should be

universal, and at least guide the management of inclusive education. Individuals

in societies need to open their hearts to accept human beings regarded as

burdened and incapable by collaborating with others, so that everyone has a

73
place in their community, and that the society appreciates and recognizes their

unique identity and offers them an equal education.

Related studies offered new ideas that aid the researcher to conceptualize

and obtain an Inclusive education program appropriate to the needs of the

schools. Most of the studies utilized research methodology and respondents

being utilized is similar to the on going research. The reviewed studies provided

insights on the successes of different studies in relation to developing an

Inclusive management plan.

The studies of Zungu, Moh, Dapudong, Wentzel, and Motitswe were

conducted to investigate the teachers’ knowledge and attitude towards Inclusive

education. Recommendations and suggested strategies were presented to deal

with the identified challenges and issues on Inclusive education. On the other

hand, School Administrators and teachers towards Inclusive education were the

focus of the studies of Muega, Nguluma, Bila and Holdman. Interviews,

observation, and review of documents were the instruments used for data

collection. Furthermore, the reviewed studies of Kemple, Aquino et al.,

Skrebneva, Mante, Alothman and Negash provided insights on the development

and improvement of a suitable Inclusive education program among children with

special needs.

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 In addition, studies of Ravina and Rabara were also conducted utilizing

different strategies, classroom management and learning materials in intervening

with children with exceptionalities in Special education classes.

In this study, the researcher aimed to find out the status of Inclusive

Education management program in Private schools in the Province of Batangas.

The researcher through the reviewed literature and studies ventured in proposing

an Inclusive education management plan.

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