Implementation of Inclusive Education in the Division of Camarines Norte

The study was conducted to explore the implementation of inclusive education in public secondary schools in the Division of Camarines Norte, it answered the following problems: (1.) The profile of secondary schools implementing inclusive education in the Division of Camarines Norte; (2.) The implementation practices of the secondary schools for learners with special needs; (3.) The significant relationship between the profile and implementation practices; (4.) The behavior of the special education teachers and parents; (5.) The issues and challenges; and (6.) The intervention program proposed to address the implementation of inclusive education in secondary schools in the Division of Camarines Norte. The study employed descriptive research. The respondents were 116 Receiving Teachers and 105 parents. The study utilized Survey-questionnaire checklist. Focus group discussion was conducted for triangulation of data. Descriptive and inferential statistics were applied to facilitate the interpretation of the data gathered by the researcher. Findings of the study: (1). As to enrolment, School G has the highest number of enrollees with 72 or 20.6% as compared to School B with only 58 or 16.6% enrollees out of 349 learners. As to human resources with special designation as Receiving Teachers, School G, D and A has the highest number of receiving teachers. As to budget allocation for schools with inclusive education, School A and School J has the higesst budget of Php 120,000.00. As to equipment, facilities and services, School A,B,C,D,E,F,G,H have manual alphabet while School A,E,H,G have chart slides on sign language and mirror for speech correction. For visual impairment, only three schools, Schools A, G, H have snellen charts required for eye check-ups and only one school with model on eye mechanism. Available equipment to 10 secondary schools catering learners with learning disability includes tests used for assessment. As to services provided by the schools to learners with special needs, eight school, Schools A,C,D,E,G,H,I have identification and referral process and assessment services; all schools adapted the K to 12 Curriculum for LWDs and only six schools developed Individualized Educational Plan (IEP); (2). the implementation practices of secondary schools for learners with special needs along identification and placements got an average weighted mean of 2.93. (3). The study failed to correlate between the profile and implementation practices of secondary schools for learners with special needs (4). The behavior of the special education teachers and parents of learners got an average weighted mean of 2.74 and 2.65. (5). There were 76 or 65.52% out of 116 teachers’ encountered issues and challenges along lack of training to cater different exceptionalities. There were 89 or 84.76% out of 105 parent’s encountered issues and challenges along behavioral issues of their child; (6). An Intervention Program in the form of Toolkit for Schools addresses the implementation of inclusive education in secondary schools in the Division of Camarines Norte. The following conclusions were deduced: (1). The profile of secondary schools implementing inclusive education in the Division of Camarines Norte for School Year 2022-2023 varies. (2). The implementation practices of the secondary schools for learners with special needs along identification and placements, developing individual education plan, assistance, and reporting were interpreted as agree. (3). The profile of the schools are not correlated with the implementation practices; (4). Teachers and parents of learners with special needs agree as to the development and implementation of an Individualized Education Plan or its counterpart. (5). Teachers and parents encountered various issues and challenges in the implementation of inclusive education in public secondary schools in the Division of Camarines Norte. (6). Implementation of inclusive education in secondary schools in the Division of Camarines Norte may be addressed as reflected in the objectives and activities presented in the proposed intervention program.