Inclusive Education:Learning opportunities of Learner’s with special needs

A Research Presented to
The Faculty of College Education
Northwestern Agusan Colleges
Bayviewhill, Nasipit, Agusan del Norte

In Partial Fulfillment
Of the Requirements for the subject
RESEARCH IN EDUCATION

By
Shellah Mae E. Awa
Jimmy S. Castroverde
Jonalyn B. Cadiniag
Aubrey L. Galola
Leorey C. Jamen
Renando Yonson
January, 2025
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Education guides us to make a brighter future. Allison Academy, (2024)

mentioned that every child has the right to the same opportunities as others,

regardless of the difficulties they face. Special education is of great importance for

children with learning disabilities. It gives them the opportunity to get quality

education in line with their unique needs. Special education enables every student to

gain a high level of independence and reach their full potential. It helps us to view

the different aspects of life.

Inclusive education is the most effective way to give all children a fair chance

to go to school, learn and develop the skills they need to thrive. Inclusive education

means all children in the same classrooms, in the same schools (UNICEF). It

provides support to all children regardless of their race, shape, size, color, ability or

disability. Different people learn in different ways, and these methods frequently

evolve over time. Creating learning settings that positively address the needs of

various individuals is the goal of inclusive education.(UNICEF,n.d)

According to Jennifer Hanson(2024),inclusion in special education involves

integrating students with disabilities into general education classrooms, ensuring

they have equitable access to learning opportunities alongside their peers.

Republic Act No. 7277, or the Magna Carta for Disabled Persons, was

enacted in 1992 to promote the rights and welfare of persons with disabilities

(PWDs) in the Philippines. It guarantees PWDs equal opportunities in employment,

education, and health services, prohibits discrimination in hiring, and requires

accessible facilities in public and private establishments. The law also provides

financial aid, rehabilitation programs, and promotes public awareness to reduce

stigma and encourage inclusivity for PWDs. Also Republic Act No. 11650, signed

into law in 2022, creates the National Council on Disability Affairs (NCDA) to

coordinate policies and services for persons with disabilities (PWDs). It focuses on

comprehensive programs for education, health, employment, and livelihood,

enhances access to essential services, and promotes community-based

rehabilitation and inclusive education for PWDs. Both R.A. 7277 and R.A. 11650 are

crucial legislative efforts to uphold the rights of persons with disabilities, promoting

their inclusion and ensuring they can fully participate in society. These laws

represent the Philippine government's commitment to creating a more inclusive and

equitable society for all citizens.

One of the most controversial problems regarding educational inclusion is the

inherent contradiction between high demands and special needs. Faced with this

challenge, many general education teachers turn to training programs to

compensate for special education knowledge they lack and to acquire special

education teaching techniques. Teachers and administrators are perceived to be

integral to the implementation of inclusive education. They played a vital role in the

successful implementation of inclusive education as they are viewed as linchpins in

the process of including students with disabilities into regular classes (Allam et. al,

2021).

This study aims to assess the challenges and learning opportunities of

Learner's with special needs at Buenavista SPED, Buenavista, Agusan del Norte. It

aims to determine the opportunities provided by the inclusive education, and the

challenges facing by the learners with special needs, and the teachers.
REVIEW OF RELATED LITERATURE

This section will bridge the gap in understanding how English proficiency

influence student self-confidence, this review synthesizes existing research and

identifies promising avenues for future exploration.

The study of Dela Fuente, (2021) mentioned that inclusive education aims to

mainstream students with special needs in a flexible learning environment for

acquiring quality education that optimizes their potential for holistic development.

These themes are conveyed as challenging for harnessing their creative/innovative

minds to develop teaching tools for effective quality education, opportunity to shape

a brighter future of deaf students, and undertake inspiring teaching. The highlighted

themes are attributes that can pave the way for more effective inclusive education in

tertiary institutions in the Philippines.

Sagun-Ongtangco et al., (2019), added that inclusive Education is an

approach that safeguards opportunities for students with disabilities to have a shared

learning experience alongside their non-disabled peers in general education

classrooms. With this, the Equality and Non-Discrimination programme developed by

Save the Children in the Philippines intends to increase awareness and improve

attitudes of regular school-aged children enrolled in public schools regarding

different disabilities. Moreover, the findings revealed factors inherent and external to

the programme that can either facilitate or impede its implementation. Achievement

of the intended positive outcomes to the students are elucidated in four themes:

shifting lens from seeing disability to ability, module appreciation, reflection towards
self, and realisation of contextual barriers. Furthermore, unintended positive

outcomes to the teachers implementing the programme are evident in the four

themes: knowing, to doing and valuing, teachers at the forefront, concerted efforts

for inclusion, and journey with the students.

Mann, (2024), emphasized tha parents play key roles in the facilitation of safe,

quality, inclusive schools for students with intellectual disabilities. They have an

impact on the school life of their children in three keyways: their choice of school;

their involvement in educational decision making; and advocacy on behalf of their

children when there are concerns about school decisions and practices. Parents also

play in nurturing the learners with special needs. They are essential to their early

children's wellbeing, education, and development of their identity and values.

Parents are aware of their children's needs, issues, talents, and strengths. Teachers

help to create safe learning environments for children by fostering relationships with

the parents of their students.

It has long been ascertained that the application of a family centered

perspectives to learning is a positive strategy toward implementation of inclusive

education worldwide. Similarly, research also confirmed that meaningful parent's

involvement is highly recognized as the most important ingredient for successful

inclusive practice. Moreover, the article also paid particular attention to how culture,

ethnicity, socioeconomic background, and family characteristics influence the level of

school - parent partnership in inclusive settings. Finally, findings revealed parents as

social actors whose involvement is related to positive outcomes of learners with

exceptional needs in inclusive settings. (Arun et. al)

 The research of Anokam et al., (2022) found out that, safety school

environment promotes inclusive education. It was also found, that use of diversified

teaching methods making meaningful and interesting and encouraging interaction

among students are some classroom practices that can promote inclusive education.

It was also agreed that inclusive education promotes sustainable development.

Based on these findings, the following recommendations were made that school

administrators and teachers should make sure that school environments are free and

safe from violence to bring about high level of enrolment and retention in schools.

Teachers should also adopt different forms of classroom practices such as

diversified teaching methods, use of reinforcement, thus, making lessons meaningful

and interesting.

Jardinez et al., (2024) emphasized that Inclusive education is the process of

integrating individuals with disabilities into a regular classroom, and it helps reflect

the world's commitment to equal educational opportunities as outlined in UNCRPD. It

emphasizes the importance of embracing diversity and promoting acceptance

among students who are impaired. Moreover, it underlines relevance of awareness

on how children with impairments can be incorporated into conventional classrooms

and benefits which inclusive education has for both disabled and non-disabled

students. It was emphasized the transformative nature of inclusive education in

fostering a learning atmosphere that promotes diversity, empathy, and acceptance,

contributing to students' overall development

The study of Memon, (2025) highlighted inclusive learning is essential in

education, promoting diversity recognition and equity, creating classrooms where

every student feels valued. It transcends academics, preparing students for a

globalized society, breaking down barriers, and fostering adaptability. The digital
divide, causing disparities in technology access, intricately impacts students,

educators, and entire education systems. Addressing this divide is crucial for an

equitable educational environment, requiring collaborative efforts from governments,

policymakers, educators, and technology providers. Bridging the gap empowers

individuals, contributing to societal progress. Strategies involve investing in

infrastructure, digital literacy programs, teacher training, community partnerships,

device and internet access grants, inclusive curriculum, and flexible assessments.

Tackling the digital divide is vital for inclusive learning, leading to a more equitable

and sustainable society, providing equal opportunities for education and

employment, and fostering global economic growth

Lopatina et al., (2024), emphasized that quality higher education involves

making it accessible to students with special needs and disabilities. Therefore, the

implementation of inclusive education is a certain indicator of quality among higher

education institutions (HEIs). At the same time, faculty members play a fundamental

role in promoting inclusive learning environments working with students with

disabilities. Moreover, results confirmed that the faculty of HEI are primarily focused

on working with students with normative development and almost do not take into

account the characteristics of educational difficulties of students with disabilities. In

addition, their level of knowledge about basic legal and regulatory documents,

elements of an inclusive learning environment, and typical problems of implementing

an inclusive approach in the educational process of HEI are not uniform. But faculty

members showed their readiness to master the practices of implementing an

inclusive learning environment in higher education institutions. The results obtained

can be useful for the development of institutional policies for the implementation of

inclusive education in HEIs.

 Ezeafulukwe et al., (2024) envisioned future directions such as technological

advancements, global collaboration, and a holistic approach to inclusion. In

conclusion, the collaborative efforts of governments, educational institutions, and the

wider community are crucial for shaping a future where individuals with special

needs thrive in diverse professional landscapes

The study of Apriliani et al., (2024) showed that the school has achieved

several successes in implementing inclusive education, but there are still several

aspects that the school is not fully ready for. Second, schools have certain strategies

for implementing inclusive education, especially by optimizing the role of special

guidance teachers to handle children with special needs. Third, the main challenge

faced by schools is related to providing programs to develop the potential of children

with special needs because, currently, there are no programs available to develop

their potential. Moreover, results showed that the implementation of inclusive

education has not been optimally implemented; there are still several things that

have not even been fulfilled. For this reason, it is hoped that every school will

implement inclusive education management under its management steps

The study of Jugan et al., (2024) found teachers generally supported inclusive

philosophies and recognized social benefits but had concerns regarding training,

resources, and support. While philosophically positive, worries existed about the

support and resources needed in the classrooms. Based on these findings, a

Teacher Inclusion Support Plan was recommended and customized for each school

to enhance the long-term implementation of high-quality inclusion practices through

ongoing, evidence-driven capacity building and professional development

 Alcosero et al., (2024) highlighted the result of their study with six sub-themes

emerged from the meta-themes, namely, proper training in handling students with

special needs (SWANs), perception of inclusive education, typical experience of

regular teachers in teaching inclusive education, level of preparation of regular

teachers, teacher’s competency, and collaboration among professional colleagues.

In conclusion, regular teachers are unprepared to teach inclusive education because

they lack the necessary resources, education and training to educate students with

disabilities. It is recommended that regular teachers be supplied with hands-on

training and programs that provide them with psychological and professional

assistance for the successful inclusion and implementation of educational activities

of children with specific educational needs in the general classroom setting.

Petry et al., (2020) added that across the world, there have been many policy

developments in and reviews of inclusive education but what appears to be missing

is an up to date and thorough review of inclusive education in general. Based from

the study, it was concluded that the implementation of inclusive education is vital that

there is professional development for teachers regarding evidence-informed.

inclusive education practices which would lead to successful teacher experiences. In

addition, suggestions for research into the attitudes of all students, with and without

special educational needs, and school leaders are made, as well as some

suggestions regarding students’ academic participation in inclusive education.

A positive school climate enables inclusive education to be implemented in

order to achieve its goals. However, many school administrators face difficulties in

building a positive school climate for inclusive education yet articles that discuss the

school climate in the context of inclusive education in particular are still lacking

(Wulan et al. 2022).

 In contrast, Goodall, (2020) suggested that mainstream school is not suitable

for all autistic young people. Inclusion, for them, is not synonymous with mainstream

and can occur in any school. They defined inclusion as belonging, being valued and

wanted as a person by teachers, of fairness and of being afforded the necessary

support to access and thrive in education. In short, inclusion is a feeling (a sense of

belonging), not a place (mainstream or otherwise).

The Silver Linings of Inclusivity involved the acquisition of Knowledge and

Skills, Friendship, and Motivation which all drove the students to continue their

studies and eventually can graduate. With the findings, there is a need for parents,

teachers, and the whole school community to take action that can understand the

situation and can cater to the learning needs of hearing-impaired students so that

they can perform well in their studies and achieve their goals in life. (Mendoza et al

2023)

Rofiah et al., (2021) mentioned that children with special needs are one of the

most vulnerable groups when disasters occur. They are often excluded from any risk

reduction conducted during such situations; therefore, introducing disaster mitigation

education at the early stage has numerous benefits.

Inclusive education is one of the recent trends that many international

organisations interested in educating people with disabilities seek to promote in

various educational systems around the world. Therefore, many relevant

international organisations have urged the need to adopt this concept as a

cornerstone in any educational system that seeks to be an integral part of the global

education system and other related human rights, such as the right to citizenship and

the right to belonging. For example, the Universal Declaration of Human Rights in
1948 stated that education is a human right for everyone (Munongi, 2022).

Specifically, with regard to inclusive education, in 1994, the United Nations

Educational, Scientific, and Cultural Organization (UNESCO) organised its

international conference in Salamanca, Spain, under the title “The International

Conference on Education for People with Special Needs: Access and Quality,” which

resulted in the 1994 Salamanca statement and framework. This statement was

signed by 92 countries and 25 international organisations. The main objective of this

statement was to promote and develop inclusive education systems globally

(Ainscow et al. 2019).

Nunez et al., (2021) said that the growing population of students brought the

opportunity to welcome diversity inside the classroom, which put ‘inclusive education’

into implementation in many parts of the world. However, despite the diversity,

abilities and disabilities inside the learning environment, teachers and students

shared a common goal in education and that is to learn. Thus, educational

institutions have delved into implementing programs that would cater each learner’s

needs regardless of his abilities and disabilities. Studies regarding successful

implementation of inclusive education have been conducted mostly in Middle East

countries while in the Philippines; research in this aspect is limited. Furthermore,

regarding with the results, it is found that teachers were revealed to have moderately

defined inclusive education despite the lack of professional training they possess.

Additionally, teachers’ attitude towards IE is also investigated and favorable attitudes

were revealed by Filipino high school teachers.

In the study of Francisco et al., (2022) stated that the lack of empirical studies

on the effectiveness of inclusion and the lack of knowledge and awareness of the

provisions of special education laws by stakeholders contribute to the issues

surrounding inclusion implementation. Recommendations include that all

stakeholders should have historical awareness and discriminative ability, in-depth

comprehension of special education laws, and adapting the same definition,

standards and clear objectives in implementing inclusion programs.

Across Asia, countries have signed the UNCRPD and to a greater or lesser

extent are pursuing inclusive education (IE). In this article, we present case studies

from Singapore, Indonesia, Philippines, and China analyzing them for common

themes around the education of students intellectual and developmental disabilities

(IDD), and noting commonalities, challenges, and emerging issues. The findings add

to the few other reviews from Asia on IE and draw attention to the continuing need

for improved access to any education at all for learners with IDD. Provision of IE is

caught up in dilemmas in the region about teacher preparation and professional

learning, and how to provide specialist support in inclusive settings. School structure

decisions including staffing provision and class sizes affect the education outcomes

of students with IDD. School leadership, with the fundamental role of translating

policy into practice, is critical for the development of IE and must be aligned with

system and country priorities. Collaboration across the region has the potential to

share best practice and continue to improve the educational opportunities for

learners with IDD. (Faragher et al., 2021). Additionally, it was also found that they

were in favour of including students with minor disability and showed their concerns

for including students with severe disability. Therefore, arranging trainings, seminars,

and workshops was suggested to enhance teachers' awareness and attitude towards

IE. (Amjad et al 2023).

 Kubacka (2022), stated that teachers around the world are likely to encounter

students with varied backgrounds and experiences, strengths and weaknesses in

their classrooms. The paper reviews the literature and available data on how

teachers can be agents of inclusion in education. It focuses particularly on how

teacher education and professional development systems can assist in this task. It

then describes the challenges present in the existing design of systems and offers

recommendations for ways forward. The article is based on the research conducted

for the 2020 Global Education Monitoring (GEM) Report (UNESCO, 2020). Hence, it

takes a broad view of inclusion in education, not limited to any groups, but rather

focused on learning for all learners. The paper emphasises the central role teachers

can play in accommodating students of all abilities and backgrounds. It also

highlights the importance of relevant internationally comparable data on teacher

training, as part of Sustainable Development Goal 4 (SDG4) and particularly its

target 4.c. Finally, the paper discusses the challenges and ways forward in

supporting and strengthening teachers’ role in building inclusion in education.

Inclusive education is a concept born in the global North. Research has

shown that its relatively recent but widespread adoption by countries in the global

South is often done without consideration of the actual needs of these contexts and

by solely focusing on strategies for learners with disabilities. As a result, inclusive

education has been criticised as a neo-colonial project in need for renovation. The

aim of this article is to show how research can broaden the understanding of

inclusive education and make it more relevant to southern contexts. Drawing on

ethnographic research on inclusive education in Colombia, I present some unique

examples of vulnerability, but also experiences of belonging in the direst of

circumstances. I conclude that in order to decolonise the concept of inclusive

education and make its practice sustainable in southern contexts, we need more

culturally sensitive research to inform our understanding of those under-researched

spaces. (Kamenopoulo, 2020)

This study provided a meta-synthesis of Filipino teachers' experiences with

inclusive education. It used 15 of the 214 preliminary researches and was filtered

using a set of selection and exclusion criteria. Furthermore, the Preferred Reporting

Items for Systematic Review and Meta-Analysis (PRISMA) flow diagram was used to

arrange the chosen research papers. In six steps by Clark and Braune, constant

comparison and thematic analysis yielded eight (8) themes and two (2) meta-

themes. According to the findings, 21st-century teachers are progressing in adhering

to continuing professional education, adopting inclusion policies, and incorporating

instructional innovations and activities to promote inclusivity. Teachers experienced

recurring obstacles such as insufficient preparedness and expertise for special

education, a lack of educational services, and general social contexts that

substantially impact teacher teaching. However, professionalism and perseverance

in adjusting inclusion justify the teacher's responsibility to sustain resilience and

inventiveness for their students in a challenging educational environment. It

concludes that inclusive education necessitates progressive teacher education and

ongoing provision of instructional aids and services. It suggests that schools

incorporate a variety of training modules and seminars for general education

instructors to achieve the criteria for conducting inclusive education programs. In

order to resolve the concerns about inclusive education, the local community

education committee, parents, teachers, and school personnel should work together.
Keywords: Inclusive education, lived experiences, teacher, Philippines, meta-

synthesis. (Macabenta et al 2023)

Systems thinking has dominated debates and policy discourses on inclusive

education, resulting in an almost exclusive focus on children and formal schooling.

Based on the BAICE Presidential Lecture 2019, this paper considers the limitations

of systems theory in framing discussion and research on inclusive education,

introducing instead alternative theoretical starting points to analyse vignettes of from

Ethiopia, Nepal, the UK and the Philippines. In place of systems theory, the paper

takes the lenses of culture as performed, literacy as a social practice and informal

learning, to explore inclusive education and analyse intercultural and literacy learning

in everyday life. It argues the need to move beyond systems thinking – particularly

closed systems – with its default position of school as providing the solutions. Whilst

cultural stereotypes can be challenged in school curricula, inclusive education

cannot rely on formal institutions alone to initiate changes in attitudes held by

teachers, students and the wider community. (Robinson-Pant 2020)

The general purpose of this study is to determine the issues and challenges of

special education (SPED) teachers in teaching children with learning disabilities in

the City Division of Ilagan Isabela, Philippines. The 15 SPED teachers were served

as the respondents of this study using purposive sampling technique. Qualitative

Research Method (QRM) was utilized to determine the issues and challenges of the

teachers. Thematic analysis was employed to interpret the data. The analyses on the

sharing of the key informants regarding their collective description of their challenges

as SPED teacher led to the emergence of five distinct themes that include, choosing

appropriate strategy and motivation; identifying individual needs; challenging but

fulfilling; acceptance and patience; and respect one’s right. Most teachers teaching
children with learning disabilities did not receive any special needs education training

from the school, they feel that they are not qualified to teach the children with

learning disability. Moreover, teachers assigned in SPED classes lack of strategies

in dealing with learners with disabilities. This study revealed that the classrooms for

children with learning disabilities in Division of Ilagan at large have poor learning

environment to support the SPED such as lack of budget, curriculum guide,

Instructional Materials (IMs) and even school facilities. It could be concluded that

placement of learners with special needs in an inclusive classroom with ordinary

learners is not enough with no proper support. Learners with disability did not receive

all the necessary support and services for accessing the curriculum facilities; and

stakeholders’ supports is very minimal to support the needs of the students enrolled

in SPED classes. (Allam et al 2021)

Inclusive Education provides equal opportunity for all kinds of learners. It

promotes a welcoming environment that allows the students with and without

disabilities to experience the best learning that they could have. For inclusion to be

beneficial, the teacher plays a crucial role as they serve as the catalyst that teaches

and hones students in the best way that they can. With this, one important factor that

can influence their teaching profession towards inclusive education is their attitudes.

This study was conducted to determine the attitudes of Filipino Pre-service Teachers

towards Inclusive Education. Furthermore, this study employed descriptive-

quantitative research among 122 preservice teachers utilizing Teachers' Attitudes

Towards Inclusion Scale Adjusted (Kraska & Boyle, 2014) which was designed to

measure pre-service teachers' attitudes towards IE and to determine whether the

respondents differ in their attitude when grouped according to their gender. The

findings of the study are interesting and suggest that generally, with respect to their
gender, the preservice teachers display a welcoming and positive attitude towards

IE. Moreover, their awareness and knowledge towards inclusion shed new light that

IE is being prioritized and advocated by the school staff and administration thus it

can be inferred that it is successfully implemented in the institution. Although results

have been stated, it would be great if these pre-service teachers as well as those

who are in service teaching will continue to advocate and display necessary attitudes

that can help them easily teach and hone the learners with disabilities. (Medina et al

2022)

Inclusive education represents the way forward to achieving high quality

education systems, which are fair and equitable. This paper analyzes the barriers to

learning and the current participa tion of schools in the promotion of inclusion from

the perspective of future teaching professionals, specifically, 86 students from three

Masters Courses in the Faculty of Education of the Univer sity of Murcia. A

questionnaire was utilized in order to ascertain their perceptions of the limitations

and obstacles present within the school context, the attitudes, the availability of

resources and the adequacy of the educational response offered by the educa tional

centres in which they had carried out their teacher training placements, with the aim

of improving the future training of other students. A non-experimental narrative

method was used. The results show many barriers and obstacles in the educational

cen tres such as a lack of teacher training, which is needed to respond to the needs

of all the students, the consideration that the diversity of the students is a problem,

physical barriers, underuse of exist ing resources, as well as an educational

response lacking in orga nizational and didactic strategies which does not take

responsibil ity for a just and inclusive curriculum for all students. (Sánchez et al

2019).
 Inclusive education often refers to a school model wherein students with

special needs (SEN) spend most of their school time with students without special

needs. According to literature, for the implementation of inclusion, the attitudes

towards inclusive education as well as the perception of inclusive teaching practices

and resources are important factors. Within this paper, these three aspects are

examined from the parents’ view. Data from a representative nationwide German

survey (JAKO-O) in which 2000 parents participated was investigated. The data was

collected using digitally recorded semi-structured telephone interviews. Descriptive

results showed that parents’ attitudes towards the inclusion of a student with a

physical disability or learning disability were rather positive, while the attitudes

towards students with behavioural disorders or mental disabilities were rather

neutral. According to the teaching practices, parents, whose children attend an

inclusive class (with at least one student with SEN in the class) perceive more

inclusive practices (e.g. teachers recognise the students’ strengths and support

them) compared to parents whose children attend a regular class (where not a single

student with SEN is included). However, no differences concerning resources are

perceived by parents with children attending either inclusive or regular classes.

Further, results of regression analysis indicate that the predictors for parents’

attitudes towards inclusive education depend on the specific type of disability.

( Paseka et al 2021)

The goal of this article is to provide a critical analysis of barriers to social

inclusion and integration in schools and propose inclusive educational practices that

help connect and unite diverse students. Diversity is defined broadly to refer to a

range of differences (i.e., overall heterogeneity) across students. We review

theoretical frameworks that help explain group dynamics and contextual conditions
that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of

students based on ethnicity, sexual orientation, body weight, and so on. We argue

that to be able to facilitate inclusion (acceptance by peers, cross-group friendships),

educators and school administrators need to be aware of group and interpersonal

dynamics. They must also comprehend how some common school practices

highlight differences and segregate students in ways that further promote divisions

and reinforce negative stereotypes. We propose proactive school-based practices as

“built-in” preventions to increase social inclusion. Also, relevant intervention

approaches are reviewed. To conclude, we discuss teacher education and

professional development and make recommendations for future research. (Juvonen

et al 2019)

Positive teacher attitudes are essential for success when children with special

educational needs (SEN) are placed into mainstream classrooms. The present study

surveyed teachers’ attitudes towards inclusion by using a large national sample and

Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-

school teachers participated in the e-mail survey. They included 824 classroom

teachers, 575 subject teachers and 365 special-education teachers. The classroom

teachers scored below and the subject teachers significantly below, the neutral

midpoint of the scale. The special-education teachers’ mean scores were above the

midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were

strong advocates. The attitudes towards inclusion had only weak associations with

variables other than the teacher category. Teachers’ work orientation and self-

efficacy had low associations with their attitudes towards inclusion. The results

illustrate the attitudinal climate of teachers towards inclusion and indicate the existing

potential for policy change. (Saloviita 2020)

 The study focuses on the importance of inclusive curriculum design in Higher

Education (HE) and the impact of reasonable adjustments in ensuring inclusive

practices. Although making reasonable adjustments attempts to ensure inclusivity,

the data gathered suggests that some staff struggle to accommodate disabled

students, due to a lack of knowledge, training and awareness of disability. The

findings are drawn from qualitative data collected from five participants by way of in-

depth interviews. The study explored the perceptions of staff members in a Law

School, and attempts to offer practical recommendations to ensure HE institutions

adopt inclusive practices in their curriculum design. The findings suggest that having

an inclusive curriculum can in some cases minimise or obviate the need to make

reasonable adjustments. It is suggested that HE institutions should now switch their

focus to the social model of disability which focuses on attitudes, so as to transform

the perception of staff towards disabled students. Additionally, practical solutions are

provided in an attempt to recognise that disabled students may need to be treated

differently, in order to achieve their full potential, which ultimately ensures inclusion

within the curriculum. (Bunbury 2020)

Teachers face numerous challenges. Pressure exists to meet Common Core

Standards and increase state test scores while operating on shoestring budgets. In

addition, public schools have seen an increase in students with disabilities—

individuals with unique academic and social needs. Due to the Education for all

Handicapped Children Act of 1975, inclusion in general education classrooms is the

right of children with disabilities. Disability advocates applaud this act for ensuring

equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack

proper training, children with special needs may not experience equity, ultimately

weakening the intent of inclusive practices. The current study stems from a
commissioned needs assessment that explored how teachers at two elementary

schools in Northeast Ohio define inclusion, current training related to students with

disabilities, and teacher recommendations for training/resources to teach students

with special needs effectively. (Bemiller 2019)

Inclusive education, which aims to provide equal opportunities for all students

regardless of their diverse backgrounds and abilities, has garnered increasing

attention in recent years. This paper presents a comprehensive review of the

challenges and successes encountered in implementing inclusive education

practices. Drawing upon a wide range of literature, the review highlights the

complexities involved in fostering inclusive environments within educational settings.

The challenges of inclusive education are multifaceted and rooted in societal

attitudes, inadequate resources, and systemic barriers. Attitudinal barriers include

misconceptions and biases towards students with disabilities, which often result in

segregation and discrimination. Furthermore, the lack of adequate funding and

support services poses significant obstacles to implementing inclusive practices

effectively. Systemic barriers, such as rigid curriculum frameworks and standardized

testing, can also hinder the provision of individualized support and accommodations

for diverse learners. Despite these challenges, numerous success stories and

promising practices demonstrate the potential of inclusive education to positively

impact students, educators, and communities. Successful inclusive education

initiatives prioritize collaboration among stakeholders, including teachers, parents,

and community members, to create supportive learning environments.( Bindhani et

al 2024)

T he transformational goal of inclusive education is to provide for the varied

needs of all students, including those with disabilities, in regular classroom

environments. This essay explores the complex topic of inclusive education, looking

at the methods used, the advantages realized, and the difficulties faced in providing

a fair learning environment for people with disabilities. The methods section

thoroughly examines the many tactics and procedures used to carry out inclusive

education. These tactics include modified curricula, differentiated education,

assistive technology, and teacher professional development. Teachers may establish

an inclusive classroom that provides the best possible learning environment for

children with disabilities by combining these several approaches. Academic, social,

and emotional aspects of the advantages of inclusive education are examined. The

benefits of inclusive practices for students with disabilities' social integration,

cognitive growth, and academic success are highlighted by research findings. (Gupta

2023).

Inclusive education is a fundamental right that ensures equal access to quality

education for all students, regardless of their abilities or disabilities. However,

despite significant progress in promoting inclusive practices, numerous barriers

continue to hinder its implementation in schools. The attitudinal barriers, such as

negative attitudes and stereotypes towards individuals with disabilities or differences,

and social challenges such as exclusion and limited social interactions, often impede

the progress towards inclusive education. This paper discusses the strategies for

overcoming attitudinal and social challenges in order to foster inclusive education. It

highlights the significance of promoting positive attitudes, awareness, and

understanding among educators, students, and the broader community. Education

and training programs can play a crucial role in addressing these attitudinal barriers

by promoting empathy. Respect, and inclusive values. Additionally, social challenges

can be tackled by implementing strategies that encourage interaction and

cooperation among students. Creating an inclusive learning environment such as

cooperative learning, peer support systems, and inclusive extracurricular activities,

can foster social integration and build positive relationships among students with

diverse backgrounds and abilities. Overall, this abstract highlights the importance of

identifying and addressing attitudinal and social barriers to inclusive education in

schools. By implementing strategies that promote positive attitudes, enhance social

interactions, and foster collaboration among stakeholders, schools can create

inclusive environments that benefit all students. (Rajashekar 2021)

The goal of inclusive education is to create learning environments that meet

the diverse needs of all students, regardless of their backgrounds or abilities. It has

become a cornerstone of modern educational policies around the world. Aiming to

give all students, regardless of their abilities or backgrounds, meaningful and

equitable educational opportunities in the general education classroom, inclusive

education is a method of teaching and learning. It supports the notion that all

students, regardless of perceived differences or challenges, have the right to be

included in all facets of the school community. An essential component of the

effective execution of inclusive education is the role that teachers [Link] role

goes beyond traditional teaching methods to include a variety of duties that are

essential to establishing a welcoming and encouraging learning environment. The

numerous tactics and approaches that can be used to implement inclusive education

are reviewed methodically and critically in this paper. The study includes information

on the obstacles to inclusive education implementation as well as potential solutions.

( Harishma 2023)

Inclusive education is the term used to describe an education system in which

all learners are accepted and fully included, educationally and socially. The process
of inclusion proves to have challenges in developing countries such as South Africa

which adopted it a bit later than the developed countries. Research has mentioned

that amongst other challenges is the lack of resources and overcrowding. Hence,

this paper debates and discusses the challenges in the implementation of inclusive

education in South African schools. The study was designed as a multiple case

study research in which a qualitative research approach was employed. Three

schools in the Buffalo City Metro and three participants per school participated in the

study. Qualitative data analysis was grounded on an interpretive philosophy. The

findings revealed that overcrowding, insufficient training, lack of knowledge and skills

of educators were the overarching themes that resulted in educators feeling a sense

of inadequacy to teach in an inclusive education classroom. The study will cover the

challenges faced in the implementation of inclusive education. Therefore, the study

recommends that inclusive education should cater to all learners irrespective of the

type of disability. (Mpu 2021)

Inclusive education is the process of integrating individuals with disabilities

into a regular classroom, and it helps reflect the world’s commitment to equal

educational opportunities as outlined in UNCRPD. It emphasizes the importance of

embracing diversity and promoting acceptance among students who are impaired.

This paper examines why it is important to include learners with impairments into

mainstream classes and the favorable attitudes towards inclusive education among

teachers, administrators and students. Many barriers hinder its implementation such

as lack of professional development for teachers, insufficient facilities for learning,

difficulty in creating relationships between classmates, inadequate parent

participation, and absence of legislations and policies that are aligned towards its

practice. The role of several educational theories like social constructivism,

humanistic approach and universal design for learning (UDL) have been discussed

to show their relevance in addressing challenges found in inclusive learning. Social

Constructivism shows how collaborative work can be used inside the classrooms so

that peer rejection will be lessened. The approach that is humanistic stresses about

the comprehensive growth all individuals while addressing the needs of learners with

disabilities. UDL focuses on promoting an accessible learning environment and

eliminating physical barriers to foster successful growth for all students. Moreover,

this article underlines relevance of awareness on how children with impairments can

be incorporated into conventional classrooms and benefits which inclusive education

has for both disabled and non disabled students. In conclusion, this paper

emphasized the transformative nature of inclusive education in fostering a learning

atmosphere that promotes diversity, empathy, and acceptance, contributing to

students’ overall development. (Jardinez 2024)

Inclusion is a concept in education most often associated with minority groups

and people who experience disability, but in fact, inclusion is about everyone.

Inclusion is a human right (Declaration on the Rights of Disabled Persons 1975) a

legal entitlement to all (Commonwealth Disability Discrimination Act 1992) and a

core pillar of educational policy (Disability Standards for Education 2005).“Inclusive

education means that all students are welcomed by their school in age-appropriate

settings and are supported to learn, contribute and participate in all aspects of

school. Inclusive education is about how schools are developed and designed,

including classrooms, programmes and activities so that all students learn and

participate together” (DET 2015, p 2). (Spotlight 2020).

Whether education fosters equity and social justice, as it is said to do, is a

matter of debate. Whatever the outcome of the debate, education has a better
chance of succeeding in this process if it is delivered through a national system and

through schools which are genuinely inclusive in nature—welcoming difference and

diversity; attempting to fulfil the rights for education of good quality; and targeting

both out-of-school children and children in school but not learning. But many

education systems still have large numbers of children who are not achieving

minimum expected levels of learning—usually because of neglect, disinterest,

discriminatory policies, and/or a lack of resources and data about who are excluded,

where they live, and why they are not in school. The concept of “inclusive education”

now has a wider definition encompassing all obstacles to access and learning

beyond a focus on children with disabilities and other special needs. It is therefore

concerned with increasing enrolment, attendance, and completion; reducing

repetition/drop-out/push-out rates; reducing disparities in provision and student; and

celebrating diversity and promoting cohesion. This, in turn, requires an analysis of

what causes exclusion; “sharing the blame” for failure; and the searching for, and

targeted support to, those excluded. Exclusion can be based on many factors: e.g.

migration and refugee status, conflict, natural disaster, income, linguistic/cultural

status, location (e.g. remoteness), sex, and ability. (Shaeffer 2019)

Academics in the field of inclusive education have been reluctant to define

inclusion. It is often described as a journey, not a destination, or as a process, not a

place. Overcome barriers is a direct reference to the social model of disability in

which disability is conceptualised as an outcome of the interaction between a person

with an impairment and the social, political and environmental barriers that impede

their access and participation. Integration is defined as: a process of placing persons

with disabilities in existing mainstream educational institutions, as long as the former

can adjust to the standardized requirements of such institutions. The history of

inclusive education varies across the world. Some countries are just discovering the

concept for the first time. Others, such as the United States, the United Kingdom and

Australia, have been engaging with its foundational concepts since the 1970s.

(Graham 2020)

Over the course of the last 30 years, inclusive education has emerged as a

key aim of education policies around the world. Also in Europe, most countries took

efforts to make their education systems more inclusive—which led to growing

numbers of children and young persons with disabilities in general education in

Europe. The implementation processes of the United Nations Convention on the

Rights of Persons with Disabilities (UNCRPD) fuelled these efforts. However, as

some authors have argued, not all students with disabilities seem to have benefited

in the same way from these developments—such as children and young persons

with intellectual disability (ID). This paper aims to explore this phenomenon in more

depth by comparing some measures in relation to the implementation processes of

the UNCRPD of seven European countries. Doing so, we analyze trends in

placements (mainstream and special schools) of students with Special Educational

Needs (SEN) in general and of students with intellectual disability specifically. As we

show, an increase of students identified as having SEN in mainstream schools can

be observed in all countries during the implementation process of the UNCRPD.

However, in comparison to this rather broad group of learners, the percentage of

students with intellectual disability in mainstream settings did not increase as much.

Furthermore, the calculation of the “exclusion rate” revealed that this group of

learners remains a key population of special schools. These results need to be

understood as effects of specific shortcomings in the implementation of the

UNCRPD, as we discuss in a further section. We conclude our paper with

recommendations on future research and policies on inclusive education regarding

students with intellectual disability. (Buchner 2021)

CONCEPTUAL FRAMEWORK
This study elaborates the main things to be studied which are the challenges,

and opportunities of learners with special needs through the inclusive education. The

researcher presented the three figures the independent variables, dependent

variables, and intervening variables.

INDEPENDENT DEPENDENT
VARIABLES VARIABLES

Learning Opportunities Inclusive Education

Learning
Outcomes
Curriculum
Sense of
Alignment
Belongingness
Teacher’s
Differentiated
Experience
Instruction
Classroom
PTA Support
Management
Systems
School
Peer Learning
Environment
Teacher’s
Training and
Competence

INTERVENING
VARIABLES

Challenges and
Opportunities of
Learners with
special needs at
Buenavista SPED,
Buenavista Agusan
del Norte