A FINAL REQUIREMENT FOR GRAD SCHOOL

1. “EXPLORING INCLUSIVE EDUCATION STRATEGIES AND
CHALLENGES FOR LEARNERS WITH SPECIAL EDUCATIONAL
NEEDS: INPUT TO SUSTAINABLE SUPPORT PROGRAMS”
Advisory Committee:
Adviser: ELMER M. ALBALADEJO, EdD
Members: MA. LIDA A. SOLANO, PhD
MARIA SHEILA D. SIMON, EdD
Examining Committee:
MARYBELLE F. AMENAMEN, EdD
MARY ANN D. CERVAS, EdD
NEDY S. COLDOVERO, PhD
HAZEL D. JOAQUIN, PhD
COLLEGE OF EDUCATON
GRADUATE PROGRAM
Researcher
JOHNEL A. PANTIA
FINAL ORAL DEFENSE PRESENTATION

2. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Methodological Perspectives
As one of the various approaches in qualitative narrative research
methodology, interpretive description design focuses on the formation of a
description. It moves this description beyond the clear evidence to probe for further
relationships and patterns within an experience (Thorne, 2008). Interpretive
description, which was developed by Thorne, Reimer Kirkham, and MacDonald-
Emes, helps address complex research questions seen as important to health
disciplines that are not fully addressed by other conventional qualitative
methodologies. Moreover, every individual perceives, interprets and experiences a
situation or phenomenon of interest from one point of view, since individual has
different experiences of reality (Polit & Beck, 2008 as cited by Crispolon, 2023).

3. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Context of the Study
This qualitative study was based on the in-depth interviews from public
elementary school heads, teachers and parents in the District of Sapian for this school
year 2024-2025.
An interview is a qualitative research technique that involves question-based
data collection. Interviews enable the interviewers to interact and engage with the
participants while also providing accurate and reliable results. An unstructured
interview was used in this study to let the participants feel at ease. Questions were
mostly open-ended and not arranged in order. Participants have more freedom to
express themselves and elaborate on their answers. In order for the interviewer to
review and evaluate the responses, tools such as paper, pen, and audio and video
recorder were used.

4. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Context of the Study
Another research tool that was used in this study is observation because it is
easy to execute and yields highly reliable data. It involved the researcher observing
people interacting in either a controlled or uncontrolled environment. In this instance,
uncontrolled or naturalistic observation was employed to preserve and investigate the
participants’ spontaneous behavior in a natural setting. The researcher only wrote
down what they observed and how they interpreted it.
Moreover, to obtain the participants’ perception of the phenomena, an in-depth
interview with semi-structured open-ended questions were prepared. This strategy was
a subjective investigative method that includes conducting serious personal interviews
with a small number of respondents to investigate their viewpoints on a specific
thought, program, or circumstance (Boyce and Neale 2006 as cited by Crispolon,
2023). Further, this technique draws out detailed information, issues, and context
arising from the perceptions of the participants giving out a comprehensive
presentation of the whole experience.

5. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Context of the Study
Further, this technique draws out detailed information, issues, and context
arising from the perceptions of the participants giving out a comprehensive
presentation of the whole experience.
Furthermore, to reinforce and substantiate the qualitative data, an in-depth
interview will be undertaken. The researcher purposively selected the interview
participants, who are public elementary school teachers and parents of the target
participants of the study, to represent a broad and deep scope of insights into the
inclusive education for learners with disabilities of public elementary school teachers
in their practices and challenges.
Thus, an in-depth interview was utilized as a subjective technique since it is most
fitting for circumstances in which the investigator needs to ask open-ended questions
that inspire the significance of information from by and large few people (Guion, et
al, 2011 as cited by Peniano, 2023).

6. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Context of the Study
Twelve unrestricted questions were asked to explore and expound participants’
thoughts and perspectives about inclusive education for learners with special
educational needs and its effect on their practices and challenges. Probes were used to
follow up on the answers of the participants.
For the researcher to gather data, researcher-made questions have been
formulated based on the statement of the problem. These questions were asked to the
participants in three semi-structured interviews. The same number of questions was
asked from the participant, and it was asked in the same order.

7. COLLEGE OF EDUCATON
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Inclusion Criteria Exclusion Criteria
1. Teacher of primary and elementary school
who handles learners with special
educational needs and parents who had a
special child.
1. Non-teaching staff and parents without
special child.
2. At least 5 years or more in service as a
teacher who handles learners with special
educational needs.
2. Teacher who were below 5 years in service.
3. Teacher-participant who attended
seminar and training related to the inclusive
education for learners with special
education.
3. Teachers-participant who did not attended
seminar and training related to the inclusive
education for learners with special
educational
needs.
Selection of the participants was based on the following inclusion, to wit:

8. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Participants of the Study
The participants of this study were the 16 school heads, 16 teachers, and 16 parents
of learners with special educational needs per school from medium schools in the District
of Sapian during the school year 2024-2025. Purposive sampling was used to select the
participants of the study.
The schools involved were the following:
1). Agsilab ES, 2). Agtatacay Norte ES, 3). Angkin ES, 4). Bangkal ES, 6). Benlit
ES, 7). Bilao IS, 8). Camansi PS, 9). Damayan ES, 10. Dapdapan ES 11). Guibongan PS,
12). Lonoy ES, 13.) Majanlud ES, 14). Maninang ES, 15). Sapian ES, 16). Wenceslao
Oñas ES.

9. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Profile of the Participants
The Table 1 presents the participant’ profile in terms of training attended, length of
teaching learners with special educational needs, and inclusivity of learners with special
educational needs in regular class.
Personal Information Frequency Percentage (%)
Training Attended
Did not undergo Training 16 100.0
Total 16 100.0
Length of Teaching Learners with SEN
5-6 years 6 38.0
7-8 years 5 31.0
9-10 years 5 31.0
Total 16 100.0
Inclusivity of Learners with SEN in Regular
Classes
Yes 15 94.0
No 1 6.0
Total 16 100.0

10. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Data Gathering Procedures
1.Preparation of Request Letter:
1. Drafted a request letter addressed to the Schools Division
Superintendent, District Supervisor, and School Principals in the
District of Sapian.
2. Submitted the request letter to the Administrative Officer of the
District Office to obtain the master list of teachers for School Year
2024–2025.
2.Utilization of Data Display:
1. Used data displays to clarify themes and organize, summarize, and
interpret subjective information during analysis.
2. Ensured that data displays illuminated rather than obscured
meanings.
3.Preparation for In-Depth Interviews:
1. Developed an interview guide and questions for gathering qualitative
narrative data.
2. Prepared and sent permission letters to school principals to seek
consent from participants.

11. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Data Gathering Procedures
4. Conduct of In-Depth Interviews:
1. Scheduled face-to-face interviews with selected participants based on
purposive sampling aligned with project goals.
2. Literature review informed the interview process, deepening the
understanding of inclusive education practices and challenges.
3. Participants were informed about the date, time, and mode of the
interview.
5.Role of Researcher During Interviews:
4. Acted as a moderator, allowing participants to answer questions
freely without scales.
5. Adjusted the flow and arrangement of questions dynamically based
on participant responses (Ingrid, 2016).

12. COLLEGE OF EDUCATON
GRADUATE PROGRAM
Data Gathering Procedures
6. Confidentiality Measures:
1. Coded participants as Key Informant Interview Participant (KIIP) 01–
16 to ensure confidentiality.
2. Participants were not part of the sample size.
7. Documentation of Activity:
3. Recorded all interviews for accuracy and transparency.
4. Concluded interviews with expressions of gratitude to participants.
5. Captured photos for documentation purposes.

13. COLLEGE OF EDUCATON
GRADUATE PROGRAM
General Objectives
This study aimed to determine the inclusive education practices and challenges for
learners with special educational needs in the District of Sapian for the school year
2024-2025.
Specifically, it sought answers to the following questions:
1. What are the exceptionalities of learners with special educational needs in the
District of Sapian?
2. What are the strategies applied by the teachers in handling learners with special
educational needs?
3. What are the challenges faced by teachers in implementing inclusive education for
learners with special educational needs?
4. How do teachers cope with the challenges encountered in implementing inclusive
education for learners with special educational needs?
5. What programs can be developed for sustainable support to inclusive education?

14. COLLEGE OF EDUCATON
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Statement of the Problem #1
What are the exceptionalities of learners with special educational
needs in the District of Sapian?

15. COLLEGE OF EDUCATON
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SOP #1 FINDINGS
Exceptionalities Diagnosed by
Licensed Medical Specialists
That data shows that out of 44 learners with SEN, 13 or 29.5% of them diagnosed
with learning disability, 9 or 20.5% were intellectual disability, 6 or 13.6 % were visual
impairment, 5 or 11.4% were autism special disorder and speech/language disorder
respectively, 2 or 4.5% were emotional behavioral disorder and special health
problem/chronic disease respectively, and 1 or 2.3% was orthopedic/physical handicap and
multiple diseases respectively.

16. COLLEGE OF EDUCATON
GRADUATE PROGRAM
SOP #1 FINDINGS
Exceptionalities Identified Through
Teacher Observation
Out of 140 learners with SEN identified through teacher observation, majority or
67.5% of them had difficulty inn remembering, concentrating, paying attention, and
understanding; 17 or 10.6% had difficulty in communicating; 11 or 6.9% had difficulty in
applying knowledge; 10 or 6.3% had difficulty in displaying inter-personal behavior; 9 or
5.6% had difficulty in seeing; 2 or 1.3% had difficulty in applying adaptive skills and
difficulty in mobility (walking, climbing, and grasping) respectively; and 1 or 0.6% has
difficulty in hearing.

17. COLLEGE OF EDUCATON
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SOP # 1 CONCLUSIONS
The implementation of Inclusive Education has significantly
strengthened the Department of Education’s efforts in identifying and
supporting learners with special educational needs. Through the
integration of exceptionality categories in the Learner Information
System (LIS), schools are now able to accurately tag and track learners
requiring additional support. This tracking mechanism, primarily
facilitated by class advisers, ensures that no learner is left behind and
that appropriate interventions are made available.
Based on the District’s consolidated data submitted by schools,
it is evident that the consistent and accurate tagging of learners plays a
vital role in improving educational planning and the delivery of inclusive
services. The data serves as a foundation for deploying necessary
resources, such as SPED teachers and learning support aides, and for
strengthening policies that promote equity and access.

18. COLLEGE OF EDUCATON
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SOP # 1 CONCLUSIONS
Technically, the efficient use of the LIS in monitoring learners
with exceptionalities reflects DepEd’s commitment to inclusive and
learner-centered education.

19. COLLEGE OF EDUCATON
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SOP #1 RECOMMENDATIONS
To ensure accurate tagging of learners with special educational
needs (LSENs) in the Learner Information System (LIS), regular training for
teachers on identifying exceptionalities based on DepEd guidelines is
essential. Schools should assign a focal person or SPED coordinator to
assist with tagging, ensuring consistency. A validation process at the
school and district levels is necessary to confirm data accuracy.
Collaboration with health professionals for clinical evaluations and a
simplified referral system can aid early identification of LSENs.
Additionally, using learner portfolios and evidence-based
documentation will support informed tagging decisions, improving data
reliability and intervention planning.
Moving forward, continuous capacity-building for teachers in
identifying and supporting these learners is recommended to further
enhance the accuracy and effectiveness of this system.

20. COLLEGE OF EDUCATON
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Statement of the Problem #2
What are the strategies applied by the teachers in handling learners with
special educational needs?

21. COLLEGE OF EDUCATON
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SOP #2 FINDINGS
Strategies Applied by the Teachers in Handling
Learners with Special Educational Needs
Based on the thematic analysis of the responses gathered through In-Depth
Interview, the result revealed that the instructional strategies, motivation strategies,
social and emotional support, and practical skills development were the teaching
strategies and approaches utilized by the teachers in respective schools as one of the
strategies in handling learners with special educational needs in their class. Each theme
illuminated the core of the issue, revealing the genuine practices, the essential strategies,
and the profound impact that teachers have in supporting learners with special
educational needs. These findings crafted a clear and compelling narrative of what
succeeds, what falls short, and how the strategies applied by educators fundamentally
shape the learning and development of these students.

22. Table 4. Thematic Analysis of Teachers’ Strategies in Handling Learners with Special Educational Needs
COLLEGE OF EDUCATON
GRADUATE PROGRAM
Themes Subthemes Participants Frequency
Instructional
Strategies
Differentiated instruction P1, P4, P6, P14 4
Scaffolding technique P 9 1
Grouping strategies P 3 1
Use of assistive technology P 2 1
Motivational
Strategies
Use of reward system P 5, 1
Game-based learning P 11 1
Participation in extracurricular activities P 15 1
Social and Emotional
Support
Protection from bullying and misconduct
P 7, P 12 2
Building trust through communication
P 8 1
Practical Skill
Development
Real-life skills training P 10 1
School/ classroom tasks P 13, P16 2

23. COLLEGE OF EDUCATON
GRADUATE PROGRAM
SOP # 2 CONCLUSIONS
The strategies applied in handling learners with special
educational needs require a versatile approach that prioritizes
individualized support and inclusivity. By implementing these strategies,
such as individualized education plans, differentiated instruction,
assistive technology, and collaborative approaches,- teachers, school
heads, and parents can create an environment where learners have the
opportunity to succeed. The ultimate goal is to empower learners with
special educational needs to reach their full potential, ensuring that they
are valued and respected members of the educational community. As
society continues to embrace diversity and inclusion, these strategies
will play a pivotal role in shaping an equitable and supportive
educational landscape.

24. COLLEGE OF EDUCATON
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SOP #2 RECOMMENDATIONS
School heads may develop and implement policies that prioritize
inclusion as a fundamental aspect of their educational systems. These
policies may outline clear goals, provide guidelines for implementation,
and allocate resources to support inclusive practices for learners with
special educational needs.
Teachers may attend a comprehensive training program that equips
them with the skills and knowledge to address the needs of learners with
special educational needs. This includes training in differentiated
instruction, classroom management techniques, and the use of assistive
technologies. Ongoing professional development opportunities may be
made available to ensure that they remain informed about the latest
inclusive education practices.

25. COLLEGE OF EDUCATON
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SOP #2 RECOMMENDATIONS
Parents and the community must strengthen their involvement
for the success of inclusive education for learners with special educational
needs. Parents may actively engage with schools and communities to
foster a supportive network for learners with special educational needs.
This can be achieved through regular communication, workshops, and
collaborative initiatives that raise awareness and promote understanding
of inclusive education.
Finally, the school head, teachers, and parents should work hand
in hand to support learners with special educational needs. Strengthening
desirable practices as part of their individual roles and responsibilities can
lead to more purposeful and effective support for these vulnerable
learners.

26. COLLEGE OF EDUCATON
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Statement of the Problem #3
What are the challenges faced by the teachers in implementing inclusive education
for learners with special educational needs?

27. COLLEGE OF EDUCATON
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SOP # 3 FINDINGS
Challenges Faced by the Teachers in Implementing
Inclusive Education for Learners with
Special Educational Needs
It indicates that teaching learners with special educational needs comes with its own
unique set of challenges, and for many teachers, this is one of the hardest parts of their job.
From the in-depth interviews, teachers shared that the most difficult aspects they face
include the lack of resources, classroom management and behavioral issues, lack of
parental involvement, and the emotional and mental strain.
Without enough materials or support, many teachers have no choice but to rely on
general strategies or make do with what they have, often feeling that it's not enough to truly
meet their students’ needs. It can be discouraging to see students struggle and not have the
proper tools to help them fully. Some teachers even expressed feelings of helplessness,
knowing they want to do more but are held back by limitations beyond their control.

28. COLLEGE OF EDUCATON
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SOP # 3 FINDINGS
Themes Subthemes Participants Frequency
Lack of Resources  Insufficient Funding & Materials P1, P11, P12, P15 4
 Limited Training & IEP
Implementation
P2, P7, P9, 16 4
 Limited Access to Specialized
Services
P3, P10 2
Classroom
Management &
Behavioral Issues
 Difficulty in Maintaining Order P4, P13 2
Lack of Parental
Involvement
 Weak Home-School Connection P5, P8 2
Emotional and Mental
Strain
 High Teacher Stress Levels P6, P14 2
Table 5. Thematic Analysis of the Challenges Faced by Teachers in Implementing Inclusive Education for
Learners with Special Educational Needs

29. COLLEGE OF EDUCATON
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SOP # 3 CONCLUSIONS
Implementing inclusive education for learners with special
educational needs involves overcoming various challenges. Addressing
these challenges requires a comprehensive approach that includes
adequate funding, teacher training, curriculum flexibility, positive
attitudes, and accessible infrastructure. By tackling these issues,
educational institutions can create an environment where learners have
the opportunity to succeed and thrive. Inclusive education not only
benefits learners with special educational needs but also enriches the
educational experience for learners by promoting diversity, empathy,
and collaboration.

30. COLLEGE OF EDUCATON
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SOP #3 RECOMMENDATIONS
It is highly recommended that there should have individual
supports and resources to effectively support learners with special
educational needs. Schools may offer individualized education plans (IEPs)
that are tailored to each learner's unique needs. These plans may be
developed in collaboration with teachers, parents, and specialists,
ensuring a holistic approach to the learner's development. Additionally,
schools may provide access to resources such as specialized equipment,
learning aids, and support staff to facilitate an inclusive learning
environment.

31. COLLEGE OF EDUCATON
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Statement of the Problem #4
How do teachers cope with the challenges they encounter in implementing inclusive
education for learners with special educational needs?

32. COLLEGE OF EDUCATON
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How teachers cope with the Challenges they encountered
in Implementing Inclusive Education for Learners
with Special Educational Needs
The study formulated four (4) themes representing the key mechanisms in
managing the challenges that teachers encountered in implementing inclusive education,
such as stress management strategies, personal and professional strategies, physical and
mental relaxation, and the support system. It implies that the challenges of implementing
inclusive education for learners with special needs are significant, but they are not
insurmountable. By investing in professional development, leveraging available resources,
fostering collaboration, and cultivating an inclusive classroom culture, educators can create
an environment where all learners have the opportunity to succeed. The journey towards
inclusive education requires dedication, creativity, and a commitment to continuous
improvement, but the reward of seeing all learners succeed is well worth the effort.

33. COLLEGE OF EDUCATON
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SOP # 4 FINDINGS
Themes Subthemes Participants Frequency
Stress Management Strategies  Classroom Organization P1, P3, 2
 School-home boundaries P9, P12, P16 3
Personal and Professional Strategies  Structural Routine P5 1
 Learners’ Learning
Independence
P7 1
Physical and Mental Relaxation  Conducive Atmosphere P2, P4, P8, P10 4
 Embrace Technology P6, P13, P14, P15 4
Support System  Workplace Support P11 1
Table 6. Thematic Analysis of how teachers cope with the Challenges they encountered in
Implementing Inclusive Education for Learners with Special Educational Needs

34. COLLEGE OF EDUCATON
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SOP # 4 CONCLUSIONS
By coping up the challenges in implementing inclusive education for
learners with special educational needs is a multifaceted challenge that
requires dedication, collaboration, and innovation. By addressing
resource constraints, enhancing teacher training, fostering positive
attitudes can create environments that support learners. The journey
towards inclusivity is ongoing, but with commitment and perseverance,
it is possible to build educational systems that truly embrace diversity
and provide equitable opportunities for every learner with special needs.

35. COLLEGE OF EDUCATON
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SOP #4 RECOMMENDATIONS
To overcome the challenges of implementing inclusive education
for learners with special needs, schools must focus on securing necessary
resources, improving teacher training, and promoting positive attitudes
toward inclusion. Addressing these areas head-on with commitment and
collaboration will help create supportive environments where all learners
can succeed. Persistence and teamwork are key to making inclusive
education a reality.

36. COLLEGE OF EDUCATON
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Statement of the Problem #5
What programs can be developed for sustainable support to inclusive education?

37. COLLEGE OF EDUCATON
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Proposed Program Development Programs for Sustainable
Support to Inclusive Education
I. Rationale
Inclusive education is a transformative approach that seeks to provide all learners,
regardless of their diverse backgrounds and abilities, with equitable access to quality
education. To achieve this, development programs play a crucial role in fostering sustainable
support systems that can address the diverse needs of students. This proposed program
explores the key components and strategies of development programs designed to support
inclusive education sustainably.
The proposed development programs for sustainable support to inclusive education are
essential in creating equitable learning environments that cater to the diverse needs of
learners. By focusing on planning and assistance, these programs can foster a culture of
inclusivity in education. Through strategic planning and assistance, inclusive education can
become a reality for all learners, paving the way for a more equitable and just society.

38. COLLEGE OF EDUCATON
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II. Objectives
The proposed development program for sustainable support to inclusive
education
aims to:
1. Minimize the challenges encountered not only by teachers but also by school heads and
parents in teaching learners with special educational needs.
2. Train teachers in line with the proper handling of learners with special educational
needs.

39. COLLEGE OF EDUCATON
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Activities/
Projects
Strategies
Performance
Indicator
Time
Frame
Persons
Responsible
Step I Planning Conduct a general assembly
meeting with the school
heads, teachers. and
parents
Topic: To conduct two (2)
two-week training
workshops regarding
Inclusive education
strategies and challenges
for learners with special
educational needs
Attendance sheets
and documentation.
First week of May School head,
teaching, and non-
teaching personnel
III. Methodology

40. COLLEGE OF EDUCATON
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III. Methodology
Step II Assist Conduct a training workshop
among school heads,
teachers, and parents
Topic: To minimize the
challenges encountered by
school heads, teachers, and
parents in handling learners
with special educational
needs
Topic: Coping Mechanisms on
the challenges for the
inclusive education of
learners with special
educational needs
Training attendance,
training output, and
documentation
Second week of
May
School head,
teaching and non-
teaching personnel,
and parents
Activities/
Projects
Strategies
Performance
Indicator
Time
Frame
Persons
Responsible

41. COLLEGE OF EDUCATON
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IV. Budget
The total cost for the Training-Workshop needed was Php 100,000 from the other
resources of funds, subject to the usual accounting and auditing rules of the Department of
Education. The total amount is for the training workshop materials, food, accommodations,
and documentation.
V. Monitoring and Evaluation
A committee shall be assigned to monitor and evaluate the different activities for the
professional development of teachers.

42. COLLEGE OF EDUCATON
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"Equity is not giving everyone a
shoe; equity is giving everyone a
shoe that fits"

43. COLLEGE OF EDUCATON
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Thank You So Much !!!