Public Schools Adaptability on Inclusive Education
Keywords:
adaptability, inclusive education, public schoolsAbstract
This study examines the adaptability of public schools in Bacolod City in implementing inclusive education utilizing a mixed-method approach involving exploratory sequential design. This study intended to answer the issues concerns and adjustments in the implementation of inclusive education in the Schools Division Office of Bacolod City and to determine the level of adaptability of public schools in inclusive education based on the parameters in Department of Education order no 44, series of 2021. The survey involved 197 respondents, including school heads, SPED coordinators, and receiving teachers, and collected data from 43 school heads, 28 SPED coordinators, and 111 receiving teachers from various schools. Qualitative analysis uncovered three significant themes related to the challenges faced by public schools, including teacher competence, resource inadequacy, and assessment practices. Despite these challenges, adjustments made by public schools primarily revolved around modifications to the learning process and collaboration with significant stakeholders. Quantitative analysis reveals a high level of adaptability in various aspects of inclusive education except for certain areas such as resource room services and educational placement which obtained low mean scores in adaptability. Based on these findings, policy recommendations were proposed for enhanced resource allocation for special education services, comprehensive teacher training and recruitment of Special Education teachers, improvement of assessment practices, promotion of collaboration, and continuous monitoring and evaluation.
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