Valuating School Readiness for Inclusive Education

Mary Joy  Alfaro,

Valuating School Readiness for Inclusive Education

Discipline: Education

Abstract:

R.A 7277, stated that the Magna Carta for Disabled Persons guarantees that disadvantaged people have equal access to quality education and opportunities to develop their skills. This study assessed the school readiness of the three (3) identified elementary schools of Sogod District-Sogod, Cebu on inclusive education for the school year 2023-2024 as a basis for an action plan. The design used was the descriptive-quantitative method and with an adapted questionnaire for gathering the data. There were thirty-five teacher participants in this study handling grades one to six learners from the identified elementary schools. Percentage was used in the treatment of data in terms of background information; the weighted mean was employed to assess the readiness for the implementation of inclusive education, respondents’ attitude towards inclusive education, and problems encountered by the respondents in the implementation of inclusive education. The study revealed that the aggregate mean of the respondents’ readiness in terms of learners has with a verbal description of a great extent; the K to 12 curriculum to is great extent; the development of learning resources is great extent; the learning delivery is great extent; the educational assessment is great extent; the learning environment is great extent; teacher professional development is great extent; school leadership and management is great extent; partnership for inclusive education is great extent; governance support is great extent; and monitoring and evaluation is great extent. Furthermore, the general weighted mean of the respondents’ attitude toward inclusive education, particularly in the cognitive domain, is with a verbal description of moderate extent; the affective domain is little extent; and the behavioral domain is great extent.

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