Assessment of Inclusive Education Implementation in Secondary Schools in SOCCSKSARGEN: Basis for Strategic Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I3.213Keywords:
Assessment, Child Find, Curriculum Modifications, Inclusive Education, Parental Involvement, Program Options, School Administrators, Teacher Professional DevelopmentAbstract
This study assessed the implementation of inclusive education in public secondary schools in SOCCSKSARGEN, Philippines, as a basis for developing strategic interventions to strengthen inclusive educational practices. Anchored in DepEd Order No. 72, s. 2009, the study employed a descriptive quantitative research design using a structured survey questionnaire administered to 585 respondents, comprising 391 teachers and 194 school administrators, selected through stratified random sampling. Data were analyzed using descriptive statistics, t-tests, and analysis of variance (ANOVA). Findings revealed that inclusive education was Mostly Implemented (M = 3.84, SD = 0.99) across Child Find, Assessment, Program Options, Curriculum Modifications, and Parental Involvement. Similarly, institutional roles during the initial, transition, and inclusion phases were Mostly Implemented (M = 3.88, SD = 0.99). Significant differences were identified among teachers in selected assessments of Program Options and Assessment according to demographic characteristics, whereas no significant differences were observed among school administrators or in respondents' implementation-phase roles. Despite existing inclusive practices, challenges persisted in learner identification, specialized assessment services, teacher preparedness, resource availability, and parental engagement. The study concluded that strengthening existing initiatives through targeted program enhancement, continuous professional development, improved SPED/SNED services, and stakeholder collaboration was necessary. The findings support Sustainable Development Goal 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals) by promoting inclusive learning opportunities, educational equity, and institutional collaboration. The study contributes to educational, social, and institutional sustainability by providing an evidence-based foundation for responsive educational management, continuous improvement, and sustainable inclusive education implementation.
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