Assessing the Implementation of Inclusive Education Among Children and Youth with Special Needs
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Keywords
Assessment, Children and Youth with Special Needs, Implementation, Inclusive Education, education
Abstract
The study assessed the implementation of Inclusive Education among children and youth with special needs. It investigated how well the school maintains the salient features of Inclusive Education, how well it addresses the basic concern of parents of non-disabled students, the inclusion potential benefits; and how adequately key persons carry out their roles during phases of implementation. In using the descriptive method, 2 of the 3 administrators, 13 regular teachers, 2 SPED teachers and 713 parents of disabled and nondisabled children from selected schools in Isabela were considered. Checklist, guided interview/focused group discussion, observations, weighted mean and standard deviation were utilized. Overall computed mean of salient features-2.76; potential benefits-2.97, and carrying out of key persons' roles-2.97, prove that implementation is evident. Concerns of parents of non-disabled were less evident with overall computed mean of 2.29. Results imply provisions of appropriate materials, equipment, inservice trainings, medical data to determine impairment categories/levels of special child; and Individualized Educational Programs (IEP).
References
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