Public School Experiences on Teaching Learners with Difficulties: Inclusive Education Program

Abstract

Inclusive education is a cornerstone of the Philippine educational system, ensuring equitable learning opportunities for all learners, including those with disabilities and learning difficulties. However, public schools continue to face challenges in effectively identifying and supporting these learners. This study explored the experiences of public schools in teaching learners with difficulties in the La Paz, Danglas, and Lagayan (LaDaLaga) Districts of Abra to develop an Inclusive Education Enhancement Program. An exploratory sequential mixed-methods design was employed involving 45 respondents, consisting of 41 teachers and 4 school heads. Qualitative data were collected through interviews, while quantitative data were gathered using a validated researcher-modified questionnaire. Descriptive statistics, weighted mean, frequency, percentage, and correlation analysis were utilized to analyze the data. The findings revealed that Teaching Instruction obtained the highest implementation rating (mean = 3.68), followed by Instructional Support (3.39), Monitoring and Evaluation (3.30), and Physical Resources Support (2.67). Major challenges included limited access to professional specialists (mean = 4.02), leadership and resource management concerns (3.93), and insufficient teacher training in differentiated instruction (3.53). Qualitative findings identified five major themes: inadequate professional training, insufficient instructional resources, lack of diagnostic and specialist support, teachers' commitment through differentiated instruction and peer support, and the need for stronger collaboration among schools, families, and community stakeholders. Identification practices were generally Practiced (mean = 3.72), while support practices were Moderately Practiced (mean = 3.20). Teaching experience showed inverse relationships with challenges in teaching instruction (r = -0.575), instructional support (r = -0.528), physical resources support (r = -0.412), and monitoring and evaluation (r = -0.585), indicating that more experienced educators encountered fewer implementation difficulties. The study concludes that strengthening teacher competencies, specialist support, instructional resources, and collaborative partnerships is essential to improving inclusive education. The proposed I.N.C.L.U.D.E. Program provides an evidence-based framework to enhance inclusive practices and support equitable educational opportunities for learners with difficulties in public schools.