Available Online: 21 June 2021
Emilio Aguinaldo College, Philippines (firstname.lastname@example.org)
The study aimed to determine the implementation of an inclusive education program in Antipolo City as assessed by the ﬁve groups of respondents. Namely, School Administrators, Non-teaching personnel, SPED teachers, Regular teachers, and Parents school year 2017-2018. The study used a descriptive method of research method utilizing survey design with the aid of a questionnaire checklist as an instrument to gather the needed data. The target respondents were the School Administrators, non-teaching personnel, SPED teachers, regular teachers, and parents chosen through stratiﬁed sampling. They were asked to accomplish the survey instrument with three phases: Initial Phase, Transition Phase, and Inclusion Phase. It was found out that the School Administrators, SPED Teachers, Regular Teachers, and Parents Always performed their roles in the different phases of the Inclusive Education Program. In contrast, the Non-Teaching Personnel Often performed their roles in implementing the Inclusive Education Program in the Division of Antipolo City. Further, it was found out that the level of performance of the learners improved after attending the inclusion program, and they are still manageable. Therefore, they can expect achievement and progress in both academic performance and behavior. The ﬁndings reveal that the growth of inclusive education programs in Antipolo City has been relatively good support by the different implementers providing the other components. In general, the Inclusive Education Program in Antipolo City was a very important factor that greatly contributed to the learning of children with disabilities. Based on the ﬁndings of the study, the paper concluded that Child Find is the heart Education Program. Furthermore, the School Administrators, SPED Regular Teachers, and Parent performed their roles effectively in implementing the Inclusive Education Program in Antipolo City. Likewise, the Inclusive Education Programs require strong Administrative Support and Family Involvement to successfully implement an inclusive Education program to attain quality, relevant, and responsive special education.
Keywords: inclusive education; special education; initial phase; transition phase; inclusion phase
Cite this article:
Comia, B. (2021). Inclusive education program in the division of Antipolo City: Basis for implementation model. International Journal of Research Studies in Education, 10(6), 121-130. https://doi.org/10.5861/ijrse.2021.651