RESEARCH PAPERS

CASE STUDY OF INCLUSIVE EDUCATION PROGRAMME: BASIS

FOR PROACTIVE AND LIFE SKILLS INCLUSIVE EDUCATION

By

DENNIS RELOJO * SONIA JANICE PILAO **

* Founder of Psychreg, London, United Kingdom.
** Assistant Professor, Department of Psychology, Centro Escolar University, Philippines.

Date Received: 04/03/2018 Date Revised: 09/03/2018 Date Accepted: 12/03/2018

ABSTRACT
It is widely accepted that inclusion is the educational expression of normalisation, whereby the child is provided with all
possible opportunities which are similarly given to his mainstream counterparts. The current work examines the features
and services of the inclusive education programme of New Era University, a higher education institution in the
Philippines. This descriptive-evaluative study utilised data-gathering methodologies, which include observation,
interview, survey, and documentary analysis. This case study can serve as a prototype of inclusive education as it is
anchored on the ecological systems theory, which proposes that the different aspects of the environment influence the
development of the child, more so, those with special educational needs. Implications are offered for policy and future
research.
Keywords: Inclusive Education, Life Skills, Mainstream Education, School Psychology, Special Educational Needs.

INTRODUCTION emphasise that a child's own biology is a primary

New Era University (NEU) implements an inclusive education environment fuelling his development. The interaction
programme from preschool to university level leading to between factors in the child's maturing biology, his
apprenticeship which prepares Children with Special immediate family environment, and the societal
Educational Needs (CSEN) for a meaningful and landscape fuels and steers his development. Changes or
productive life that prepares them for the future. Such is an conflict in any one layer will ripple throughout other layers.
exemplar of proactive and life skills inclusive education. To study a child's development then, we must look not only
at the child and her immediate environment, but also at
Keeping its doors steadfastly open for the past 14 years has
the interaction of the larger environment as well.
enabled the NEU's Special Education Department to reach
out and empower CSEN to achieve educational and Within this context, part of the child's environment is his
vocational competencies expected from mainstream school. Thus, CSEN best grow in a milieu where they are
students. This inclusive education programme, which aims integrated with their typically-developing peers within the
to provide needed support of CSEN from entry to exit, is a mainstream education. The current movement of inclusive
pioneering effort in the Philippines. education has been moulded by SEN's myriad social
history, landmark legislation, significant political events,
Bronfenbrenner (as cited by Ryan, 2001) looks at a child's
and the valiant advocacy of parents of CSEN.
development within the context of the system of
relationships that form his environment. Bronfenbrenner's An earlier study (Stainback and Stainback, 1984) presented
theory defines complex 'layers' of environment, each a rationale for the merger of special and regular education
having an effect on a child's development. This theory has into a unified system structured to meet the unique needs
recently been renamed 'Bioecological Systems Theory' to of all students. It is argued that the instructional needs of
students do not warrant the operation of a dual system and

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 RESEARCH PAPERS

that operation of a dual system is inefficient. Factors religious, and economic issues and perspectives. It firmly
contributing to this inefficiency involve classification, upholds the theoretical-conceptual framework that the
competition and duplication, eligibility by category, CSEN best where he is integrated among his typically-
curricular options, and labelling of students who do not fit developing peers in the mainstream class. Such
regular education programmes as 'deviant', which could placement allows the student to attain the goals of
be argued as a sort of Marxist theory of mental illness normalisation without discrimination and segregation and
(Relojo, 2017b). provides the CSEN with opportunities to achieve his best,
Therefore, the consequences of amalgamating these and pursue a career within an encouraging environment
systems are outlined in terms of personnel preparation and so he too can attain his life goals.
assignment, classification, support personnel, funding, and Moreover, this programme recognises the participation
realisation of individual differences, among other factors. It and contribution of the home, school, and the community
is argued that such an amalgamation would not reflect the in rearing the CSEN, while being aware of his contributions
lack of capability of special education to meet the needs to his community and the wider world. Despite limitations,
of its students, but would epitomise a protraction of the the CSEN can be guided to actualise his potentials and
process of including these students into both the consistently promote the best he can in whatever context
educational and social mainstream. he will be in the future.
In the Philippines, it was not until the late 1990's when An earlier study (Bender et al., 1995) investigated the types
students with disabilities were educated in settings that are of instructional strategies offered in mainstream classes,
classified as mainstream and inclusive schools. Meanwhile, where the researchers asked 127 mainstream teachers in
according to national averages in the United States (Gross Grades 1 through 8 to complete a self-evaluation
and Lake, 2014), charter schools serve fewer students with concerning instructional strategies used in their general
special needs, leaving them open to charges that they are education classes. Also, each teacher completed
exclusionary. Charter leaders argue that when special questionnaires relating to their attitudes toward their own
education enrolment rates are lower, it is due to the fact efficacy and toward mainstreaming. ANOVAs comparing
charter schools are less likely to identify a child as requiring teachers with positive attitudes towards mainstreaming
special education services and more likely to address the and teachers with less positive attitudes indicated that the
child's learning or behaviour so that he can benefit fully in teachers with less positive attitudes used effective
the mainstream classroom environment. mainstream instructional strategies less frequently.
Hence, such uncertainty about the causes of low special West and Cannon's (1988) work was designed to identify
education enrolment puts charter schools squarely in the and validate essential collaborative consultation
middle of gruesome legislative battles and antagonistic competencies needed by both regular and special
media narratives, and leaves us wanting for the information educators interacting to meet the educational needs of
we need to improve conditions for students and schools. special students in the regular classroom. A 100-member
Rather than rhetoric-based battles, we need quality interdisciplinary, expert panel from 47 states identified 47
conversations about the convolution of the issue. To initiate competencies in eight categories as vital to the
that conversation, the Center on Reinventing Public consultation process, using a Delphi technique. Those
Education (CRPE), with the support of the Walton Family competencies which garnered the highest panel ratings
Foundation, working with researchers across the country to involved skills in interactive communication, collaborative
start an innovative research agenda designed for students problem solving, and personal characteristics. Skills in
with special needs in charter schools. evaluating the effectiveness of consultation were also
The inclusive education programme at NEU is founded on deemed particularly important. Competencies receiving
the specific ideologies covering rights, psychosocial, ratings indicating less importance to the consultation
process included consultation research, theory, models,

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and systems analysis. Staff development competencies context of intervention content and experiences as part of
were rated as important, but not essential. Of particular their core course and practicum requirements. A nationally
note was the intense level of panel participation, representative survey of 438 chairs and directors of early
involvement in competency generation and modification, childhood teacher preparation programmes revealed
and 'ownership' in the identification vital competencies. that while a large proportion of programmes consider early
Meanwhile, Soukakou (2012) aimed to design an childhood SEN intervention to be a part of the mission of
observation measure designed to assess classroom quality their programme, the amount of coursework and
in inclusive preschool programmes, the Inclusive practicum experience vary considerably by content area
Classroom Profile (ICP). Developing the rating scale and level of degree offered by the programme.
entailed systematic fieldwork in inclusive settings and According to previous researchers (Spencer et al., 1997), a
review of the literature on preschool inclusion. Results from structure that emphasises and includes individuals'
the validation study showed that the measure has good intersubjective experiences with Bronfenbrenner's
inter-rater agreement, is internally consistent, and Ecological Systems Theory is introduced and compared
demonstrates a remarkable factor structure. Correlations with self-organisational perspectives, i.e.,
with other measures of classroom quality provided initial Phenomenological Variant of Ecological Systems Theory
evidence for construct validity. Soukakou argues that (PVEST). Therefore, the similarities, differences, and
traditional measures used to assess quality in early advantages of each structure are described.
childhood classrooms are useful, but may not be sufficient For instance, in a demonstration of PVEST's utility, a fraction
in seizing dimensions of quality that relates particularly to of data gathered from the 3rd year of a longitudinal study
the support for children with disabilities included in (14 to 16-year-old middle adolescent African–Americans)
preschool programmes. is used for assessing an achievement variable: negative
Measurement similar to Soukakou's are particularly learning attitude. Explored separately by gender, a
important, as it has been observed in the past that the way regression model that contained risk, stress, and a reactive
that researchers and educators understand and describe coping variable for the prediction of negative learning
the process of reading has been revolutionised. attitudes were investigated. For boys, stress was an
Researchers examine the current developments in reading independent stressor across steps independent of the
abilities among second language readers, whereby other variables entered; social support was particularly
developments were further discussed in terms of a theory of important for males. For girls, not only was stress not a
general second language proficiency encompassing critical, but it was also only the social support variable,
both oral and written language. Implications on the nature perceived unpopularity with peers, that was a significant
of second language reading, the database in second determinants of girls' negative learning attitude. Whereas
language reading, text-and knowledge-driven operations for boys, the finding implies crucially important roles for
in second language reading, and second language teachers and peers in the negative learning attitude of
reading classroom factors have been provided. mid-adolescent economically disadvantaged African-
Assessment of comprehension is briefly reviewed, and American students.
recommendations are provided for theoretical, cultural, Recent reports have suggested that the prevalence of
and educational implications (Relojo et al., 2016). Autism Spectrum Disorder (ASD) is substantially higher than
Indeed, the movement toward inclusion, as argued by previously recognised. We sought to quantify prevalence of
Chang et al. (2005) have made educating and caring for ASDs in children in South Thames, in the UK (Baird et al., 2006).
children with disabilities an increasingly critical part of the 1. Aims
early education teacher's role. The article described the
In view of the earlier studies outlined above, this study
extent to which early childhood teacher preparation
sought to address the following points:
programmes are including early childhood SEN within the

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 RESEARCH PAPERS

· What is the current status of the NEU inclusive education 3. Results, Interpretation, and Discussion
programme? As can be gleaned from Table 1, the participants strongly
· How has the programme contributed to the agree that their children are being encouraged towards
academics, behavioural, and socio-emotional greater autonomy and academic performance, and are
development of CSEN? being trained to engage in competitive jobs. The
· What is the evaluation of the NEU inclusive education participants also strongly agreed that their children learn
programme based from the ratings of the parents? how to solve practical problems. Hence, the result suggests
that through inclusive programme the performance of
· What can still be improved to sustain the programme
CSEN improve and that the educational goals for CSEN
and to further improve it?
have been met.
2. Materials and Methods
Table 2 shows the views of the participants of the inclusive
The main objective of the study is to identify what makes
education programme on how it contributed to the
NEU's inclusive education programme an exemplar of
development of CSEN in terms of behaviour. As can be
proactive and life skills inclusive education. The study dealt
seen, the participants strongly agree that the programme
on the different programmes available for CSEN from
helps the child to be more considerate of others (x = 4.38);
preschool, primary, intermediate, secondary, vocational,
child becomes more manageable in terms of doing
and university level.
school activities (x = 4.43); and, develops how to have self-
For the purpose of this study, the researchers involved confidence (x = 4.33). Participants also strongly agree that
parents as participants to assess the effectiveness of in the inclusive programme, the child may attain the focus
inclusive education and the contribution of the that he could not have before (x = 4.33) and that the
programme to the development of the children with SEN.
2.1 Survey Instrument Criteria x Interpretation

The researchers adapted questions from existing surveys The child is encouraged towards greater 4.28 SA
autonomy and academic performance.
developed by Dizon (n.d.) with some modifications in order The programme provides the quality of 4.10 SA
to address the criteria for evaluating the programme. The education suited to the child.
The programme enhances the child's 4.50 SA
self-made questionnaire was divided into four sections: ability to read, write, and count.
psychosocial, academic, vocational, and independence. The child learns how solve practical 4.35 SA
problems.
The participants have to rate each statements whether
The child is being trained to engage 4.23 SA
they think it is: highly satisfactory, satisfactory, slightly in competitive jobs.
satisfactory, or not satisfactory at all. The researchers also SA: Strongly Agree, Overall x = 4.29

analysed pertinent documents to establish the current Table 1. Academic Domain of the Inclusive Education
Programme
status of the programme. Earlier study by Dizon (n.d.)
suggest that the instrument has a mean validity coefficient
Criteria x Interpretation
of 0.86.
The programme helps the child to be 4.38 SA
2.2 Statistical Analysis more considerate to others.
The child may attain the focus that he 4.33 SA
The questionnaire was developed and rated on Likert type could not have before.
of rating scale. Both quantitative and descriptive methods The child develops self-confidence. 4.33 SA

were used to ascertain perception among parents of The programme helps the child to attain 4.93 SA
the prescribed behaviour in the curriculum.
CSENs. Data were statistically evaluated using weighted
The child becomes more manageable in 4.43 SA
mean. Each value or level is assigned a number used by terms of doing school activities.

Statistical Package for the Social Sciences (SPSS) to SA: Strongly Agree, Overall x = 4.48

compute statistics. Table 2. Behavioural Domain of the Inclusive Education

Programme

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programme helps the child to attain the prescribed programmes, observes class routines and rules, and
behaviour in the curriculum (x = 4.93). It is evident that the demonstrates sense of confidence, the parents agreed
programme helps in redirecting the CSEN's undesirable that these are satisfactory. These mean that the existing
behaviour to one that is more appropriate. programme helps CSEN in the development of their
Table 3 shows that the participants strongly agree that the psychosocial skills.
programme helps their children to conform in different Table 5 presents the assessment of parents in the
situations (x = 4.95); are less anxious in new situations (x = education aspects of the programme, where the students
4.13); and, develops their children's potential in socialising express themselves much more adequately were
(x = 4.43). Participants also strongly agree that the assessed as highly satisfactory (x = 3.60), while in the
programme helps the CSEN in making successful and aspects of demonstrating better study habits and skills,
proper adaptations in different contexts (x = 4.00); and exercising increasing numerical skills, making simple
they learn how to build friendship, respect others, choices and decisions with supervision, demonstrating
verbal/social propriety; and acceptance of individual more visibly applied academic skills in verbal, numerical,
differences (x = 4.43). The data implies that the science and other academic areas were rated as
programme contributes in leading the CSEN to a more satisfactory. The data reflects that the programme helps
stable way of thinking, feeling, and behaving about CSEN to meet the standards set out according to their
themselves and others. assessed abilities and strengths.
Table 4 shows that the criterion for the psychosocial The findings on Table 6 show that in the vocational
domain wherein students comply with the support worker is programme wherein students can demonstrate better
highly satisfactory (x = 3.58). In line with other factors, such imitation skills in performing modeled tasks, better
as students play with other children, participates in class comprehends instructions, initiates simple tasks, observes
greater efficiency in doing tasks at school, and expresses
Criteria x Interpretation

The programme helps CSEN to conform 4.95 SA Criteria x Interpretation

in different situations.
Expresses himself much more adequately. 3.60 Highly satisfactory
The child is less anxious in new situations. 4.13 SA
Demonstrates better study habits and skills. 2.98 Satisfactory
The programme develops the child's 4.43 SA
potential in socialising. Exercises increasing numerical skills. 2.86 Satisfactory
The programme helps the CSEN in 4.00 SA Makes simple choices and decisions with 2.76 Satisfactory
making successful and proper supervision.
adaptations in different contexts.
Demonstrates applied academic skills. 2.98 Satisfactory
The child learns how to build friendship, 4.43 SA
respect to others, verbal/social propriety, Overall x = 3.30
and acceptance of individual differences.
Table 5. Educational Domain of the Inclusive Education
SA: Strongly Agree, Overall x = 4.39
Programme
Table 3. Socio-emotional Domain of the Inclusive Education
Programme
Criteria x Interpretation

Criteria x Interpretation Demonstrates better imitation skills in 3.02 Satisfactory

performing modelled tasks.
Plays with other children. 3.22 Satisfactory Better comprehension of task instructions. 3.08 Satisfactory
Participates in class/school programmes. 3.30 Satisfactory Initiates simple tasks at home and school. 2.88 Satisfactory
Observes class routines and rules. 3.18 Highly satisfactory Observes greater efficiency in doing task at 2.09 Satisfactory
home and school
Cooperates with the support worker. 3.58 Satisfactory
Expresses desire to pursue a career he 2.84 Satisfactory
Demonstrates self-confidence. 3.16 Satisfactory wants in the future

Overall x = 3.28 Overall x = 3.12

Table 4. Psychosocial Domain of the Inclusive Education Table 6. Vocational Domain of the Inclusive Education
Programme Programme

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RESEARCH PAPERS

desire to pursue a career in the future were evaluated The study of Brownell et al. (2009) needed to be discussed
satisfactory by parents. This means that the programme is because this research has similar structure to that particular
successful in developing CSEN's motor skill, manual research. The author’s research focussed on classroom
dexterity, and coordination, which are necessary transitions practices and they wanted to ascertain how special needs
to facilitate employment. students benefit from the support provided by the University.
Table 7 presents the assessment of how students Discussion similar to this could also be achieved through
demonstrate independence in their activities. The criterion research dissemination. One potent way to achieve this is
which asks whether the student observe cautions and care through blogging (Relojo, 2017a). The range, immediacy,
in school is highly satisfactory (x = 3.06). While socialises and diversity of bloggers' voices are highly compelling;
properly with peers during breaks, attends to personal readers are often drawn to blogs for their speed and
necessities, initiates school routines, and assumes simple intimacy. Similarly, social media could also be a potential
class responsibilities are believed to be satisfactory. This tool (Relojo, 2015). Social media has definitely transformed
implies that the programme helps in developing self- the way people interact. The world is becoming
determination to CSEN so that they will be able to express increasingly connected through the wonders of the Internet
choices and have sense of independence in their and as a result we now live in a society where access to
everyday activities. Twitter, Facebook, YouTube, and many other social
4. Discussion networking platforms is particularly present everywhere. As
a consequence, it has become so popular that it seems
A related study (Brownell et al., 2009) investigated the
that relating to other physically seems outdated. There are
beginning special education teacher quality and the role
loads of social networking sites which are used to
that knowledge and skill for teaching reading plays in
document memories, learn about and explore things,
describing their defining characteristics. The researchers
advertise oneself and build friendships, but Twitter,
assessed the link between beginning teachers' knowledge
Facebook, and YouTube are the significant players.
for teaching reading and their classroom practices during
reading instruction and, further, relationships between In line with this, some of the plans of NEU administrators
classroom practices and student achievement include aspects in order to sustain the well-being of the
expectations on various reading measures. Findings have programme to enhance the curriculum where they will
implied that special education beginning teachers were include the physical dimensions like exercises and sport
likely cognizant about teaching reading, but this activities (Sagoo, 2017) for those students that excel in
awareness did not contribute a significant portion of physical activities. They are also planning to train the
discrepancy to classroom practice. Practices in classroom students in clerical jobs like sorting, filing, librar y
management, decoding practices, and offering explicit, management, and even photocopying. Additionally, it is
engaging instruction accounted for a portion of also envisaged to prepare the students for them to live
discrepancy in student reading gains. independently by teaching them how to handle money
and let them understand the value of money. The
Criteria x Interpretation
administrators also plan to have a linkage with
Observes caution and care in the school. 3.06 Satisfactory
organisations for the university graduates to secure the
Socialises with peers during breaks. 2.64 Satisfactory
future of the students and to prepare for future
Attends to personal necessities with less 3.14 Satisfactory
assistance. employment. Improvement of facilities like putting up air
Initiates with his school routines with the 2.96 Satisfactory conditioning for the classrooms and additional rooms for
least reminders.
cooking classes for the transitioning students, are also
Assumes simple class or home responsibilities. 2.98 Satisfactory
included in the plans of the administrators.
Overall x = 3.12

Table 7. Independence Domain of the Inclusive Education

Programme

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RESEARCH PAPERS

Conclusion in addressing the needs of these children, which could also

At present, the inclusive education programme of NEU is potentially benefit this current programme.
especially and uniquely designed to properly address the References
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ABOUT THE AUTHORS

Dennis Relojo is the Founder of Psychreg and is also the Editor-in-Chief of Psychreg Journal of Psychology. Aside from PJP, he sits on
the editorial boards of peer-reviewed journals, and is a Commissioning Editor for the International Society of Critical Health
Psychology. A Graduate Member of the British Psychological Society, Dennis holds a Master's Degree in Psychology from the
University of Hertfordshire. His research interest lies in the Intersection of Psychology and Blogging.

Sonia Janice Pilao is an Assistant Professor in the Department of Psychology of Centro Escolar University in the Philippines. Her wide
range of interests, include Educational Psychology, Counselling, and Health Psychology. She finished both her BSc and Master's
Degrees in Psychology at Centro Escolar University. She is currently doing her Ph.D in Organisational Psychology at the same
university.

26 i-manager’s Journal on School Educational Technology, Vol. 13 l No. 3 l December 2017 - February 2018