Master of Arts in Education major in Educational Management

Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/123

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    Implementation of inclusive education policy
    (2022-06) Calingayan, Vanessa Intugay
    This study aimed to identify challenges encountered by the teachers and principals in the implementation of inclusive education policy in some private schools in baguio city. Specifically, it aimed to answer the following questions: 1. What is the level of implementation of inclusive education policy as perceived by the principals an teachers along: a. the learner, b. the k to 12 curriculum, c. learning resources, d. learning delivery, e. educational assessment, f. learning environment, g. teacher professional development, and h. school leadership and management? 2. What are the challenges encountered in the implementation of Inclusive education policy? 3. What are the interventions prepared to address these challenges? The researcher utilized a mixed method design to determine the level of implementation of inclusive education policy, the challenges encountered and the interventions prepared by the principals and teachers in somce private schools in baguio city. The study focused on (9) private schools, encompassing (9) nince principals and (68) sixty-eight teachers. The data needed for this study were gathered via survey questionnaire and interview guide. To gauge the level of implementation of inclusive education policy, a survey questionnaire was employed, comprising of eight categories. Additionally, an interview guide, adapted from DepEd order no. 020 s. 2019: policy guidelines on the k to 123 basic education program, was utilized to tackle challenges encountered the implementation of inclusive education. Moreover, it aimed to identify interventions undertaken by principals and teachers to address these challenges. Based on the findings of the study, the researcher came up with the following conclusions: 1. The level of implementation of inclusive education surpasses the minimum requirements as perceived by the principals, while it meets the minimum requirements as perceived by the teachers. 2. The challenges encountered are about learners and resources. 3. The interventions to address the challenges focused teacher development and improving learning resources.