Inclusive Education in Public Elementary Schools: Teacher Insights on Accessibility, Quality, and Stakeholder Participation

Norman P. Aleño, Haila S. Mustapha, Salimah H. H.Omar and Saliha S. Calil
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Norman P. Aleño: All PhD Students-Capitol University, Cagayan de Oro City, Philippines
Haila S. Mustapha: All PhD Students-Capitol University, Cagayan de Oro City, Philippines
Salimah H. H.Omar: All PhD Students-Capitol University, Cagayan de Oro City, Philippines
Saliha S. Calil: All PhD Students-Capitol University, Cagayan de Oro City, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 1349-1357

Abstract: This study explores teacher insights into accessibility, quality, and stakeholder participation in inclusive education in public elementary schools in Cagayan de Oro City using a quantitative research approach with a descriptive survey design. The study aimed to objectively measure teachers’ insights on aspects of inclusive education, including accessibility, quality, and stakeholder participation. A sample of 50 special education teachers was selected through simple random sampling to ensure representativeness and minimize bias. The research utilized a 30-item questionnaire adapted from a previous study, which was validated by experts to ensure accuracy and reliability. Data collection was conducted through Google Forms, with strict measures taken to maintain confidentiality and obtain necessary permissions from school principals. The data analysis employed a 5-point Likert scale to quantify teacher responses, with mean and standard deviation used to assess overall trends and variability in perceptions. The results reveal a generally positive view among teachers regarding accessibility, quality, and stakeholder participation in inclusive education. Teachers reported high levels of parent involvement and effective collaboration between special education and regular education teachers. These findings indicate that schools are making significant strides in integrating SPED students into the educational environment and involving all relevant stakeholders. However, concerns were noted about the adequacy of SPED programs for students who fail national exams. To address this, schools should review and improve strategies for supporting these students to better meet academic standards. Overall, the study highlights the strengths of the current inclusive education practices while identifying areas for enhancement to ensure more effective support for all students.

Date: 2024
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