EXAMINING THE EXTENT OF IMPLEMENTATION OF INCLUSIVE EDUCATION AND TEACHERS' ESSENTIAL PRACTICES IN HANDLING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This research examined the implementation of inclusive education and teachers' essential practices in handling LSENs in selected schools within the Division of Island Garden City of Samal, Davao del Norte. The descriptive research method was employed with 50 teachers as respondents of the study. Frequency, percentage, mean, standard deviation, and Analysis of Variance (ANOVA) were some of the statistical tools used in the treatment of data gathered. Findings revealed that on the level of implementation of inclusive education, respondents perceived this as Moderately implemented. On essential practices of teachers in handling learners with special needs, respondents manifested Always Practiced on Curriculum, instruction, and support, and Professional development, while Moderately Practiced on assessment, family-school relationship, and school leadership. On the Significant difference in their perception on the level of implementation of inclusive education in teaching LSENs when grouped according to respondents' profile, findings revealed no significant differences between the perceived level of implementation of respondents when grouped according to their profile except on specialization and trainings and seminars attended. In conclusion, the implementation of inclusive education having been Moderately implemented still needs improvement to create an inclusive educational system that fully meets the needs of learners with disabilities. The identified challenges underscore the need for targeted interventions, including resource allocation, professional development, and strengthening communication and collaboration between schools and parents. Based on the findings, an action plan was crafted and is recommended for implementation.