Implementation of Inclusive Education in the Cordillera Administrative Region

Abstract

Inclusive education promotes education for all. An inclusive school is thus where all types of learners can participate and be treated equally. This study focused on the implementation of inclusive education in selected schools in the Cordillera Administrative Region. It involved the profile of Children with Special Learning Needs (CSLN); problem behaviors of children; behavior modification techniques, accommodations, and teaching adjustments applied by teachers. The study was conducted in six inclusive schools from three divisions: Baguio City, Benguet, and Mt. Province during the school year 2012-2013. Descriptive research design was employed in which direct class observations, interviews and survey questionnaires were used to gather data. Findings showed that there was a total of 20 CSLN enrolled in the selected inclusive schools. The children had varied cases like intellectual disability, sensory impairments and Attention Deficit Hyperactivity Disorder (ADHD). Problem behaviors displayed by the CSLN were dealt with by teachers using behavior modification techniques, accommodations, and teaching adjustments. The study likewise showed that most CSLN in the regular schools have mild to moderate cases. The challenging behaviors observed among the CSLN were very much different from those being displayed by regular students, hence, the frequency of applying BMTs, accommodation, modification, and adjustment to the former was slightly higher. A training proposal for inclusive teachers was designed as a result of the study.