Assessment of inclusive education practices in the Schools Division of Batangas City
Background: In the Schools Division of Batangas City, efforts to implement inclusive education continue to expand through the provision of classroom accommodation, differentiated instructional strategies, modified assessment practices, and support mechanisms. These practices reflect the commitment of schools to create learning environments in which diversity is recognised and every learner is provided with meaningful opportunities to participate and succeed. Despite these efforts, gaps remain in understanding how inclusive education has been implemented across schools and how practices influence the academic and social outcomes of learners with disabilities.
Aim: The study sought to assess the inclusive education practices provided to learners with disabilities in general education classrooms within the Schools Division of Batangas City, to identify existing strengths, challenges, and areas for improvement in support of more responsive and effective inclusive education.
Method/approach: Quantitative data were obtained from survey questionnaires answered by school heads and selected teachers who taught learners with disabilities in 40 identified schools. To determine the overall level of implementation across indicators, the average weighted mean was computed. For the qualitative data, particularly the responses related to the challenges encountered by teachers and school heads in implementing inclusive education, thematic analysis was utilised. Before conducting the study, approval was secured from the appropriate school and division authorities.
Results/findings: Accommodation practices in inclusive education positively influenced the academic and social integration of learners with disabilities in general education classes. Academically, these practices ensure access to quality education and support learner engagement, although improvements in performance and behaviour were only moderately evident. Socially, the impact was more pronounced, as inclusive classrooms promoted acceptance, belongingness, tolerance, and positive peer relationships. Overall, the study highlighted that accommodation practices played a significant role in fostering the inclusion of learners with disabilities.
Conclusion: Inclusive education for learners with disabilities was evident in general education classrooms; both academic participation and social integration. However, improvements in teacher preparedness, resources, and support systems remain necessary to strengthen meaningful inclusion and learner outcomes.
Implications for children and families: For families, the study highlights the importance of active parental involvement and close collaboration with schools to support each learner’s learning, development, and inclusion.
Implications for practitioners: Practitioners, particularly teachers and school leaders, need continuous professional development on inclusive education strategies, differentiated instruction, and disability awareness.
Keywords: inclusive education, assessment, instructional support
This presentation relates to the following United Nations Sustainable Development Goals: