Level of Essential Best Practices and the Implementation of Inclusive Education among Regular Elementary Teachers

Abstract

The study aimed to investigate the level of essential best practices and the implementation of inclusive education among regular elementary teachers in identified schools in the five districts of the Division of Capiz for the school year 2020-2021. The quantitative technique was employed, and convenient random sampling was used to determine 50 respondents. An adapted research survey questionnaire was used to gather data. Frequency, percentage, weighted mean, standard deviation, chi-square, and correlation coefficient were used. The findings revealed that the participants perceived themselves as having a "moderate" level of essential best practices of inclusive education and having a "moderate" implementation of inclusive education. Furthermore, results revealed no significant relationship between the level of essential best practices in inclusive education and its profile as to age and gender, teaching position, number of years in service, number of LSENs in class, and number of special/inclusive education trainings attended. There was no significant relationship between implementation of inclusive education as to age and gender, number of years in service, number of LSENs in class, number of special/inclusive education training attended, and number of hours in special/inclusive education training attended.  It is concluded that essential best practices of inclusive education have influenced inclusive school practice.  To address the issue, an action plan was formulated for implementation.