FOSTERING INCLUSIVITY IN THE IMPLEMENTATION OF INCLUSIVITY EDUCATION

Education

This study aimed to examine the implementation of inclusive education among teachers at Prosperidad District Division of Agusan Del Sur. Guided by the Social Development theory, Ecological System Theory and Psychosocial Development theory. This research employed a descriptive-correlational design with a total of 46 teacher respondents across various schools who were selected through universal sampling. The data were collected through a validated survey questionnaire. The findings revealed that the teaching workforce is predominantly composed of experienced, mid-career female educators who are both academically qualified and practically equipped to meet the diverse needs of learners. These educators exhibit a strong awareness of inclusive practices and demonstrate a clear recognition of the importance of fostering cultural change within schools. The implementation of inclusive education within schools, revealing that while it is conceptually well-established in policies and programs, significant disparities remain in practice. Among the core components, the curriculum emerged as the most effectively implemented, reflecting schools' commitment to developing learning content that is flexible, culturally responsive, and accessible to all students. However, the findings also indicate that the moderate levels of implementation in areas such as teacher support and resource availability point to systemic weaknesses. Despite teachers' willingness to embrace inclusive practices, many lack access to the necessary professional development, instructional materials, and specialized assistance required to effectively meet diverse learner needs. The study found no significant relationship between teachers’ awareness and the implementation of inclusive education policies across most domains, suggesting that other factors may influence effectiveness. However, a moderate positive correlation was observed in the domain of Monitoring and Evaluation, indicating that teacher awareness in this area contributes to more effective implementation. These findings emphasize the importance of continuous capacity-building, resource provision, and strong schools support in bridging the gap between inclusive education policies and their practical application, ensuring equitable learning opportunities.

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