Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 5 (2025)

Perceived Challenges of Junior and Senior High School Teachers in the Implementation of Inclusive Education among Learners with Special Educational Needs (LSENs)

Daisy Sanchez | Sigfredo Adajar

Discipline: Education

 

Abstract:

This study examined the perceived challenges of junior and senior high school teachers in implementing Inclusive Education in the Division of San Pablo. Employing a descriptive-correlational research design, the study surveyed 63 purposively selected teachers who had experience teaching Learners with Special Educational Needs (LSENs) during the academic year. The Kruskal-Wallis H test assessed differences in perceived challenges based on demographic profiles, while the Pearson Product-Moment Correlation Coefficient determined the relationship between these challenges and existing school measures. Descriptive statistics, including frequency, mean, and standard deviation, were utilized to analyze respondents’ demographic characteristics. Findings indicated that teachers experienced low levels of challenges in creating, producing, and evolving inclusive policies. However, a significant relationship emerged between perceived challenges and the schools’ measures to address them, underscoring the need for stronger institutional support. These results emphasize the importance of equipping school administrators with strategies to mitigate challenges through targeted interventions. Specifically, implementing an Individual Learning Plan (ILP) would enable systematic monitoring of both student progress and teachers' experiences in the inclusive teaching-learning process. Strengthening these measures can enhance the effectiveness of Inclusive Education, ensuring better learning outcomes for LSENs.



References:

  1. Ainscow, M. (2023). Promoting inclusion and equity in education: Lessons from international experiences. International Journal of Educational Development, 80, 102003. https://doi.org/10.1080/200203.107.2020
  2. AIOTaibi, A., et al. (2020). The effect of using artificial intelligence on the quality of decision-making in various organizations: A critical survey study. Semantics Scholar. https://pdfs.semanticscholar.org/f7fd/212d915346f2665a5d95b4e2509911fc1d00.pdf
  3. Akay, G. (2023). Students with hearing loss in the inclusive environment and special education support services. Pixel Online Conference. https://conference.pixel-online.net/library_scheda.php?id_abs=6063
  4. Akram, M. J. (2018). Factors affecting the performance of teachers at the higher secondary level in Punjab. ERIC. https://files.eric.ed.gov/fulltext/EJ1328399.pdf
  5. Aksu, A., & Tasci, S. (2020). Attitudes towards inclusive education in teaching English as a foreign language: An academic review. Latam Journal of Education, 3(2), 71-84. https://doi.org/10.56712//latam.v3i2.71
  6. Alasim, K. (2020). Inclusion and D/deaf and hard-of-hearing students: A qualitative meta-analysis. International Journal of Disability, Development, and Education. https://doi.org/10.1080/f1034912X.2021.1931818
  7. Alcosero, A., et al. (2023). Preparedness of regular teachers in the implementation of inclusive education in the Philippines: A meta-synthesis. ResearchGate. https://doi.org/10.13140/RG.2.2.17249.79205
  8. Alieto, R., & Caspillo, L. (2022). Attitudes towards inclusive education: A survey among prospective teachers from non-metropolitan areas. International Journal of Education, Culture, and Society, 14(2), 696-711. https://doi.org/10.9756/INT-JECSE/V14I2.696
  9. Allam, F. C., & Martin, M. M. (2021, March 4). Issues and challenges in special education: A qualitative analysis from the teacher’s perspective. Journal of Special Education and Rehabilitation, 38(1), 28-39.
  10. Antonio, M., & Tubbo, A. (2022). Extent of efficacy to implement inclusive practices: A quantitative analysis among prospective early childhood teachers. ResearchGate. https://www.researchgate.net/publication/360257847
  11. Arias, C. R., et al. (2023). Challenges and implementation of inclusive education in selected Asian countries: A meta-synthesis. ResearchGate. https://www.researchgate.net/publication/371417380
  12. Arcayera, A., & Ruaya, J. (2021). Pillars of strength: Meeting the demands of learners with special educational needs (LSENS) in Surigao City National High School. Journal of Inclusive Education, 15(2), 132-145.
  13. Arcidiacono, F., & Baucal, A. (2021). The dilemma of inclusive education: Inclusion for some or inclusion for all. Frontiers in Psychology, 12, 633066. https://doi.org/10.3389/fpsyg.2021.633066
  14. Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3331
  15. Berowa, R., & Agbayani, M. (2019). The MTBMLE policy: Attitudes among teachers on the ground. ResearchGate. https://www.researchgate.net/publication/343389797
  16. Boitumelo, P., Mangope, B., Kuyini, A. B., & Major, L. E. (2020). Experiences of general secondary education teachers in inclusive classrooms: Implications for sustaining inclusive education in Botswana. ResearchGate. https://www.researchgate.net/publication/339870889
  17. Brown, G. (2020). Development of inclusive education in England: Impact on children with special educational needs and disabilities. University of Wolverhampton. https://wlv.openrepository.com/bitstream/handle/2436/622935/
  18. Burke, S., et al. (2023). Challenges and solutions for students with disabilities. Covey.org. https://covey.org/challenges-and-solutions-for-students-with-disabilities/
  19. Buslon, A., et al. (2020). Attitude towards inclusive education (IE) among prospective teachers: Is there gender polarization? ERIC. https://files.eric.ed.gov/fulltext/ED618571.pdf
  20. Campado, R. J., Toquero, C. M. D., & Ulanday, D. M. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. Journal of Education and Learning, 12(2), 1-15.
  21. Carmona, R. (2019). Perceptions of regular teachers towards inclusive education at Lobo Elementary School: Basis for action plan. Ascendens Asia Journal of Multidisciplinary Research Abstracts/Articles, 3(2G). https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6102
  22. Cauilan, L. (2019). Gender roles and teaching performance of faculty members in the applied, natural, and social sciences field. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3881241
  23. Colendrino, M. C. (2019). Preparedness of regular teachers in the implementation of inclusive education in the Philippines: A meta-synthesis. International Journal of Education and Research, 7(6), 45-60.
  24. Cucio, M. R. R., & Roldan, M. D. G. Z. (2020). Inclusive education for ethnic minorities in the developing world: The case of alternative learning system for indigenous peoples in the Philippines. European Journal of Sustainable Development, 9(4), 409–418. https://doi.org/10.14207/ejsd.2020.v9n4p409
  25. Culajara, J. P. M., & Culajara, C. J. (2023). A case study on teacher’s challenges in inclusive mathematics classes in a secondary public school. MISRO, 2(2), 90. https://doi.org/10.58421/misro.v2i2.90
  26. Das, K. (2021). Inclusive mathematics education in classroom practice. Shanlax International Journal of Arts, Science & Humanities, 8(3), 1–5. https://doi.org/10.34293/sijash.v8i3.3462
  27. Dela Fuente, J. A. (2021, April). Facebook Messenger as an educational platform to scaffold deaf students’ conceptual understanding in environmental science subject: A single group quasi-experimental study. Journal of Educational Research.
  28. Dela Fuente, J. A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Informit. https://search.informit.org/doi/10.3316/informit.748877765999107
  29. Ecoben, M. (2019). Readiness of public school teachers in handling inclusive education. Google Scholar. https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=Ecoben%2C++2019-+Inclusive+Education&btnG=
  30. Faragher, R., et al. (2021). Inclusive education in Asia: Insights from some country case studies. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 23-35. https://doi.org/10.1111/jppi.12321
  31. Farrah, G. (2020). Online learning for EFL students in Palestinian universities during the Corona pandemic: Advantages, challenges, and solutions. Hebron University Repository. http://dspace.hebron.edu:80/xmlui/handle/123456789/1141
  32. Fastidio, J. (2018). Status of inclusive education program for children with specific learning disabilities in public elementary schools: Basis for a program enhancement. ResearchGate. https://www.researchgate.net/publication/363832213
  33. Francisco, C. D. C., & Celon, L. C. (2020). Teachers’ instructional practices and their effects on students’ academic performance. International Journal of Educational Research, 14(2), 45-58. ISSN: ISSN-2454-6143
  34. Garcia, H. P., & Vargas, D. S. (2018). Management level of special education teachers (SPET) on handling learners with special needs (LSEN). Journal of Special Education, 25(2), 99-112.
  35. Gam, P. R. (2018). Game-based learning for learners with disabilities—What is next? A systematic literature review from the activity theory perspective. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.814691
  36. Gervasoni, A., & Peter-Koop, A. (2020). Inclusive mathematics education. Mathematics Education Research Journal, 32(1), 1-22. https://doi.org/10.1007/S13394-020-00315-0
  37. Gonzaga, M. E., et al. (2024). Readiness and challenges of general education teachers on the implementation of inclusive education. Research in Learning and Education Journal, 12(1), 1–15. https://doi.org/10.52783/rlj.v12i1.3534
  38. Grimes, P. (2021). Mapping of disability-inclusive education practices in South Asia. United Nations Children’s Fund Regional Office for South Asia, Kathmandu.
  39. Grove, C., & Laletas, S. (2020). Promoting student wellbeing and mental health through social and emotional learning. In S. Jones (Ed.), Social and emotional learning: A comprehensive guide (pp. 204-218). Routledge. https://doi.org/10.4324/9781003116073-17
  40. Hodges, A., et al. (2020). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in Developmental Disabilities, 95, 103550. https://doi.org/10.1016/j.ridd.2019.103550
  41. Hornby, G., & Kauffman, J. M. (2020). Inclusion vision vs special education. Education Sciences, 10(9), 258. https://doi.org/10.3390/educsci10090258
  42. Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183
  43. Kiran, C. (2020). Perceptions of teachers toward inclusive education: Focus on hearing impairments. Google Scholar. https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q
  44. Kivirand, M., et al. (2020). Enhancing schools’ development activities on inclusive education through in-service training courses for school teams: A case study. Frontiers in Psychology, 13, 824620. https://doi.org/10.3389/fpsyg.2022.824620
  45. Kurowski, L., Cerny, P., & Trapl, M. (2020). A review study of research articles on the barriers to inclusive education in primary schools. Journal on Efficiency and Responsibility in Education and Science, 15(2), 116-130. http://dx.doi.org/10.7160/eriesj.2022.150206
  46. Lao, K. A. (2020). Inclusive education in ASEAN: Fostering belonging for students with disabilities. ERIA. https://www.eria.org/uploads/media/Research-Project-Report/RPR-2022-03/Inclusive-Education-in-ASEAN-Fostering-Belonging-for-Students-with-Disabilities.pdf
  47. Lasco, G., M.D., PhD, et al. (2022). "It’s as if I’m the one suffering": Narratives of parents of children with disabilities in the Philippines. Journal of Disability Studies, 18(1), 45-57.
  48. Lebeco, E. E., & Verano, M. L. E. (2023). Teachers' perceptions on the implementation of inclusive education (IE) in public elementary schools. Rise Journal of Inclusive Education, 2(3), 45–59. https://risejournals.org/index.php/imjrise/article/view/272
  49. Lee, S. (2019). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 85(1), 45–60. https://doi.org/10.1177/001440291007600205
  50. Linh, T. H., & Azar, A. (2019). A comparative study of the inclusive education policy in Vietnam and Malaysia: Proposed solutions for sustainable development education in Vietnam. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3437580
  51. Liu, S. A. (2021). Cognitive returns to having better educated teachers. DataVerse Network. https://doi.org/10.18170/DVN/KURJUU
  52. Llego, M. A. (2022). Barriers to parental involvement in the education of learners with intellectual disabilities. Open Journal of Social Sciences, 10, 410–423. https://doi.org/10.4236/jss.2022.106031
  53. Magnusson, G. (2019). Inclusive education and school choice: Lessons from Sweden. International Journal of Inclusive Education, 23(9), 962–974. https://doi.org/10.1080/08856257.2019.1603601
  54. Magsambol, B. (2020). Distance learning: A looming crisis for students with special needs. Philippine Institute for Development Studies. https://pidswebs.pids.gov.ph/CDN/NEWS/06_10_rappler.pdf
  55. Manaig, K. A., & Baquisa, L. R. (2019). Knowledge, skills, and attitudes of teachers on inclusive education and academic performance of children with special needs. Philippine International Journal of Social Sciences, 43(4), 1409–1425. https://dx.doi.org/10.20319/pijss.2019.43.14091425
  56. Manalaysay, J. A. (2021). Public special education center: Developmental inculcation of love for creating knowledge among learners with special needs. Journal of Inclusive Education, 9(2), 21–35.
  57. Martos, A., Garcia, M., & Monforte, J. (2019). ‘Once upon a time’: Exploring the possibilities and limitations for inclusive PE through creative writing: A tale of exclusion, integration, and inclusion. International Journal of Inclusive Education, 23(10), 1076–1090. https://doi.org/10.1177/1356336.x231158583
  58. Masongsong, J. M., et al. (2023). Level of teachers' training in inclusive education and their sense of efficacy. International Journal of Social Science and Management Studies, 6(5), 108–120. https://doi.org/10.51386/25815946/ijsms-v6i5p108
  59. Mohamed, S. (2021). Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools. Google Scholar. https://scholar.google.com.ph/scholar?q=Mohamed,+2021+-+inclusive+education&hl=en&as_sdt=0&as_vis=1&oi=scholart
  60. Muega, M. G. (2019). Inclusive education in the Philippines: Through the eyes of teachers, administrators, and parents of children with special needs. ResearchGate. https://www.researchgate.net/publication/332961690
  61. Mumba, D. (2019). Perceptions of teachers and pupils on factors affecting academic performance of pupils with hearing impairment in selected special schools in Muchinga and Northern provinces, Zambia. University of Zambia. https://dspace.unza.zm/server/api/core/bitstreams/298fcbf6-d4b1-4fc2-8fed-23af7cc26a51/content
  62. Myronova, S., Dokuchyna, T., Rudzevych, I., Smotrova, O., & Platash, L. (2021). Current problems of teachers' readiness of higher educational institutions for implementing inclusive education. Revista Romaneasca pentru Educatie Multidimensionala, 13(3), 151–165. https://lumenpublishing.com/journals/index.php/rrem/article/view/3473
  63. Nimante, A., & Eksa, M. (2020). Inclusion of a child with a hearing impairment in a mainstream school: Single case study. Journal of Special Education, 34(5), 255–265. https://doi.org/10.22364/htqe.2020.05
  64. Nuñez, M. R. O., & Rosales, S. S. (2021, October). Inclusive education: Perceptions and attitudes among Filipino high school teachers. Journal of Educational Research and Development, 9(4), 212–227.
  65. Okech, J. B. (2021). Implementation of inclusive education practices for children with disabilities and other special needs in Uganda. International Journal of Inclusive Education, 25(2), 139–157. ISSN(E): 2410-9991/ISSN(P): 2518-0169.
  66. Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development activities and teacher performance. International Journal of Education and Practice, 9(3), 497–506. https://eric.ed.gov/?id=EJ1328399
  67. Pascua, J., & Marzo, M. (2019). Teachers’ attitudes toward inclusive education in public elementary schools in the northern part of Nueva Vizcaya, Philippines. IAMURE International Journal of Social Sciences, 4, 47–62.
  68. Pedroso, E., Alcalde, M., & Sudario, L. (2020). Challenges of non-SPED teachers in handling students with special needs during the pandemic. ResearchGate. https://www.researchgate.net/publication/362025359
  69. Pocaan, J. M. (2022). Exploring teaching strategies and challenges toward a holistic context-based special education teaching strategies program. Norm. Light, 16(1), 1–15. https://doi.org/10.56278/tnl.v16i1.1975
  70. Rademaker, F., et al. (2020). Applying the contact theory in inclusive education: A systematic review on the impact of contact and information on the social participation of students with disabilities. International Journal of Inclusive Education. https://research.rug.nl/en/publications/applying-the-contact-theory-in-inclusive-education-a-systematic-r
  71. Raguindin, P. Z. J., et al. (2021). Engaging, affirming, nurturing inclusive environment: A grounded theory study in the Philippine context. Journal of Educational Research, 17(4), 234–245. ISSN: EISSN-2187-0594.
  72. Ravet, J., & Mtika, P. (2021). Educational inclusion in resource-constrained contexts: A study of rural primary schools in Cambodia. International Journal of Inclusive Education, 1–22. https://doi.org/10.1080/13603116.2021.1916104
  73. Shandomo, H. M. (2020). The role of critical reflection in teacher education. ERIC. https://files.eric.ed.gov/fulltext/EJ915885.pdf
  74. Rogayan, D. V. (2018). Why young Filipino teachers teach. ResearchGate. https://www.researchgate.net/publication/331488146
  75. Rosales, S. (2020). Seeing the 'hidden disability': A quantitative analysis of the reading comprehension of students with learning disabilities. ResearchGate. https://www.researchgate.net/profile/Shela-Rosales/publication/345842918
  76. Schnepel, S., Sermier Dessemontet, R., & Moser Opitz, E. (2022). The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2132425
  77. Sanchez, et al. (2019). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 135, 76–84. https://doi.org/10.1016/j.compedu.2019.103666
  78. Singal, N. (2019). Challenges and opportunities in efforts towards inclusive education: Reflections from India. International Journal of Inclusive Education, 23(3), 271–285. https://doi.org/10.1080/13603116.2019
  79. Sito, L. R. (2020). Teachers' preparedness for inclusive education. Journal of Educational Development, 19(2), 89–97. ISSN: 2651-7744.
  80. Smith, M. D., & Broomhead, K. E. (2019). Barriers to parental involvement in the education of learners with intellectual disabilities. Open Journal of Social Sciences, 10, 410–423. https://doi.org/10.4236/jss.2022.106031
  81. Sulio, M. D., & Martin, M. M. (2022, April 21). Proficiency and approaches in teaching children with learning disabilities among Filipino teachers. Educational Research Journal.
  82. Sumayang, K., Celendron, K., Declaro, N., & Flandez, D. (2022). Mainstreaming learners with special needs in a regular classroom: A scoping review. Universal Journal of Educational Research, 10(3), 106–114. https://doi.org/10.5281/zenodo.7111154
  83. Tonegawa, Y. (2022). Inclusive education focusing on children with hearing impairment in Ethiopia: Local response to the international agenda. International Journal of Special Education, 27(1), 1–15. https://doi.org/10.11198/niloethiopian.27.a01
  84. Toquero, C. M. (2021). Sana all inclusive education amid COVID-19: Challenges, strategies, and prospects of special education teachers. International Multidisciplinary Journal of Social Sciences, 10(1), 123–140. https://doi.org/10.17583/RIMCIS.2020.6316
  85. Turgut, S., & Ugurlu, M. (2022). A research on primary school teachers’ proficiencies on inclusive education and teaching mathematics for inclusion students. Bartın University Journal of Faculty of Education, 11(1), 151–163. https://doi.org/10.14686/buefad.1061151
  86. Usop, A. M. (2018). The significant relationship between work performance and job satisfaction in the Philippines. ResearchGate. https://www.researchgate.net/publication/236017106
  87. Vengoechea, J., & Garcia, A. G. (2020). Intellectual and developmental disabilities in Handbook of Clinical Adult Genetics and Genomics. Elsevier, 249–259.
  88. Villareal, S. J., et al. (2020). A phenomenological study of special education teachers' and parents' lived experiences in upholding learners with disabilities (LWD) in transition programs during the pandemic. International Journal of Educational Research, 12(2), 215–230. ISSN: 2684-7167.
  89. Walsh, M. (2018). The inclusion of students with special needs in general education classrooms. Dominican University. https://doi.org/10.3305/Dominican.edu/2018.EDU.ST01
  90. Zarla Q., et al. (2022). Proficiency level and challenges in economics of grade 10 students in selected public schools in central Philippines. South Asian Journal of Social Science & Education, 20(1), 687–697. https://doi.org/10.9734/sajsse/2023/v20i1687

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic