IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE FOURTH CONGRESSIONAL DISTRICT IN QUEZON

This study focused on understanding inclusive education and knowledge of receiving teachers and school heads/principals in implementing inclusive education in terms of strategies, attitudes, knowledge, management and competencies. The limited concepts on inclusive education and management to provided quality inclusive teaching and the limitations of existing support structures both impact on the program. Questionnaire was used to determine the views of these participants regarding the enabling support strategies required for teachers and the adapted techniques for the success of implementation. Quantitative and qualitative data analysis were employed in this study. Through a questionnaire an effort was made to ascertain teachers’ knowing for inclusive education. These measures utilized to determine the extent to which teachers and school principals are knowledgeable for the implementation of inclusive education in the classroom. These also used to describe the trainings provided by DepEd-Quezon in teaching and managing inclusive education, common challenges faced/met by teachers in inclusive education, strategies and best practices manifested by the teachers. Finally, recommendations on strategies for the successful implementation of inclusive education in the classroom were made. The data collected through a questionnaire, interview and actual observation. The researcher selected schools in the Fourth Congressional District in Quezon as research sites with the 12 school heads and 92 inclusive education teachers in the selected participating schools. Results revealed that the implementation of inclusive education in the chosen sites still need to gain expertise because the implementation is still in approaching stage. Thus, it is recommended to conduct a more intensive training program in special education.