Creating Inclusive Education: The Role of Schools Capacity in Mainstream Learners with Special Needs

Special Education

This study examined how public elementary and secondary schools in the Municipality of Tago, Surigao del Sur mainstream learners with special needs, focusing on three core elements: administrative support, the efficacy of teachers and school leaders, and overall school preparedness. Using an explanatory sequential mixed-methods design, the research first involved a quantitative survey administered to 195 teachers and 26 administrators, followed by in-depth interviews with 24 teachers, 16 administrators, and 9 parents of SEN learners. The quantitative instrument underwent expert validation and reliability testing, with Cronbach’s alpha scores ranging from 0.901 to 0.946 across all domains, indicating excellent internal consistency. Findings revealed that teachers and administrators generally exhibited high efficacy in belief, classroom management, instructional strategies, assessment integration, and emotional/social support. However, only 24.1% of respondents had undergone training in inclusive education, highlighting a significant gap in professional development. Administrative support was rated moderately effective, with higher scores for external training opportunities but lower ratings for internal resource provision and infrastructure readiness. Schools demonstrated moderate preparedness, particularly in inclusive practices and curriculum adaptation, yet struggled with resource availability and accommodations for learners with sensory impairments. Multivariate analysis showed that only age significantly influenced teacher efficacy. A positive and moderate correlation was found between administrative support and school preparedness, confirming the critical role of institutional backing. Qualitative insights echoed these findings, emphasizing challenges such as behavioral issues, lack of resources, limited training, and weak stakeholder collaboration. Parents expressed both frustration and resilience in advocating for their children’s education. The study recommends a systemic intervention plan encompassing capacity building, inclusive infrastructure, collaborative governance, and data-informed planning to transform inclusive education from a compliance requirement into a sustained commitment.

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