Assessing the Implementation of Inclusive Education Among Children and Youth with Special Needs

Abstract

The study 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 out their roles  during phases of implementation. In using the descriptive method, 2 of the 3 administrators, 13 regular teachers, 2 SPED teachers and 713 parents of disabled and nondisabled  children from selected  schools in Isabela were  considered. Checklist, guided interview/focused group  discussion, observations, weighted mean and standard  deviation were utilized. Overall computed mean of salient  features-2.76; potential benefits-2.97, and carrying out  of key persons' roles-2.97, prove that implementation is  evident. Concerns of parents of non-disabled were less evident with overall computed mean of 2.29. Results imply provisions of appropriate materials, equipment, inservice trainings, medical data to determine impairment categories/levels of special child; and Individualized Educational Programs (IEP).