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Inclusive Education in the Philippines: Through the Eyes of

Teachers, Administrators, and Parents of Children with Special
Needs

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 SOCIAL SCIENCE DILIMAN
January – June 2016
12:1
ARTICLE

Inclusive Education in the Philippines:

Through the Eyes of Teachers, Administrators,
and Parents of Children with Special Needs

Michael Arthus G. Muega

5 – 28
ABSTRACT
This article is a study on the knowledge and involvement of schoolteachers, school
administrators, and parents of children with special needs (CSN) in the implementation
of inclusive education (IE). One set of research questions was aimed at determining the
participants’ concept of IE and how they are involved in its practice. The other set of
questions was aimed at finding whether there is a significant difference among the answers
given by the participant groups regarding their concept of and involvement in IE. The
problems related to IE were approached using grounded theory and quantitative analysis.
Utilizing a modified survey questionnaire, data was collected from 91 participants who
have a firsthand knowledge of and experience with inclusive schools located in Quezon
City, Metro Manila, Philippines. Research hypotheses were tested after open coding had
been completed and an answer was given to each qualitative research question. It has been
found that the participants neither question nor resist the practice of inclusion in their
respective general education settings. They admit, however, that they are not sure whether
their understanding of IE conforms to widely accepted definitions. The participants
are in doubt whether their claimed practices are potent enough to be responsive to the
requirements of high-level inclusive education. No significant difference was noted among
the participants’ mean scores in the survey of their knowledge of IE and involvement in IE.

KEYWORDS
inclusive education, children with special needs, practice of inclusion,
normalization, general education
ISSN 2012-0796 Online
ISSN 1655-1524 Print
 Introduction
This study stems from the fact that very little is known about the practice of
educational inclusion in the Philippines. The absence of a shared approach to
education in the country, one that is open to all students, suggests that a strong
conceptual basis for inclusive education (IE) remains to be established. This
lack of grounding for a sound practice of IE makes it difficult to articulate the
reasonable extent of involvement members of the school community must have
in the education of children with special needs (CSN). What form IE should take
and what requirements must be met (MacBeath, Galton, Steward, MacBeath &
Page, 2006) are issues that remain unresolved to the satisfaction of the major
stakeholders in IE.
So far, the practice of IE in Philippine basic education is largely determined by
Department of Education Order No. 72, s. 2009, an outdated directive which does
not specify a stable, clear, and definite process of including CSN in the general
education setting. A move to effect high-quality inclusion in Philippine schools is
said to be underway, but at present, the Special Education Act (Philippine Senate
Bill 3002), which is supposed to determine the practice of inclusion in general
education schools, is still under review at the Philippine senate. The continued
6

delay of this bill’s passage into law and which standards should be met in its
implementation are issues that continue to defy definitive resolution.
Overseas, Freeman and Alkin have observed that debates on IE and its
implications for the lives of CSN have been raging (as cited in Fitch, 2003). Many
governments have introduced IE into their respective systems as an attempt
to find satisfactory and durable solutions to the many problems besetting the
practice of inclusion in different contexts. A multitude of actions have been
planned, tested, challenged, and overhauled. There are also educationists who
are convinced that standards-based schooling is not just for children without
special needs (Jesness, 2002). That is to say, having learning problems does
not necessarily lead to the inability to meet requirements of high-quality
education (Jesness, 2002). As for the difficulty that one may experience in the
early stages of learning, Jesness (2002) seems to view such phenomena as a
simple fact of learning, something that should not make schoolteachers push
their students to attain what may appear to be a remotely achievable goal at
the beginning. The road to success in teaching and learning can be tricky,
however, and the attempt to get students to where they should be inevitably
carries certain encumbrances (MacBeath et al., 2006), especially on the part of
inclusive school personnel and parents of CSN. It is not surprising, therefore, if
a number of them have questioned the wisdom behind the policy that suggests
they are largely responsible for schoolchildren’s performance in standards-
based tests or in any ordinary general education setting.
In June 1994, representatives from 92 countries and 25 international organizations
S S D 12:1 2016

met at the World Conference on Special Needs Education in Salamanca, Spain,

to promote IE as a global norm. The conference forged and adopted a framework
of action that calls for appropriate education for CSN in the general education
setting. Arguing that inclusion and participation are human rights, the UNESCO
Salamanca Statement asserts that the general education setting should be regarded
as a venue of human development open to all schoolchildren, regardless of their
physical, emotional, and intellectual states. Inclusive schools are expected to view
various categories of differences as a matter of having unique traits that distinguish
individuals from each other. This entails teaching and learning that is tailored
according to the learner’s conditions.
At this writing, over 140 governments have formally expressed their support
for the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) for the implementation of inclusion policies. IE has become the
goal of the United Nations Children’s Fund (UNICEF), the United Nations
Education, Science, and Cultural Organization (UNESCO), and other similar
organizations (Paliokosta & Blandford, 2010). The UNESCO continues to push
for the institutionalization of inclusionary practices in more countries with
the publication of, The Right to Education for Persons with Disabilities: Towards
Inclusion. Inclusion International also joined the movement toward inclusion by
publishing Better Education for All: A Global Report.

7
Since the promotion of IE in various countries, scholars who have studied its
implementation have found that not many school personnel consider this a purely
positive development. While the practice of IE is predominantly cognizant of
the learners’ individual differences, inclusive school personnel, together with the
parents of CSN and other professionals, are expected to prepare individualized
education programs (IEPs) that suit the unique needs of CSN in a general education
school. The whole process of IEP preparation poses a gargantuan challenge to the
major stakeholders. Even if the school administration does not go through the
whole process of creating standardized and procedural IE and IEPs, the possible
failure of students in the context of general education is often blamed on the
teacher. And this usually leads to tension among various stakeholders including
teachers, administrators, and parents both of CSN and children without special
needs. Whether the teacher is accountable for the failure of CSN in the general
education setting remains unresolved. Other related disagreements over such
M U E G A – Inclusive Education in the Philippines

concerns continue to generate studies that offer inconsistent, if not contradictory,

explanations, theories, and proposed remedies. Consequently, questions such as,
“Which proposed solutions to adopt?”, “In what context?”, and “Why?”, become
stubborn issues that saddle the practice of educational inclusion.
Despite issues brought about by the practice of IE, new educational approaches
in accordance with the principle of education for all were implemented. Such
approaches started to evolve in the wake of the institutionalization of inclusion
policies. Measures were taken, tested, and revised to address the identified
inadequacies of IE approaches. Apparently, IE in many countries that have long
 opened the doors of general education to CSN has evolved and has become more
responsive to the demands or requirements of high-quality IE.
In this study, high-quality IE is defined as the procedural practice of effecting
maximum learning among CSN within the general education setting. The notion of
high-quality IE may be illustrated by examining the way IE is practiced in the United
States. Inclusive American schools have a relatively uniform way of addressing
the needs of students with learning problems (Kritzer, 2012; U.S. Department of
Education, 2000). The approach is commonly referred to as the “Special Education
Process”. It begins with the classroom teacher’s attempt to help the student address
his or her learning difficulties. If the teacher’s solutions fail, the matter is brought
to a team that will likewise try to address the student’s learning difficulties. The
team—referred to as the “Student Study Team”, “Child Study Team”, or “Student
Success Team”—consists of the following: school principal or a representative;
teacher of student with learning problem; parent of the same student; special
education expert; school psychologist; nurse; and other professionals, if necessary.
The team studies evidence of the student’s problems (i.e., sample of student work)
before offering solutions. If the proposed solutions later prove to be ineffective, the
CSN is recommended for assessment to determine if he or she is eligible for special
education services. If the student is eligible, a one-year Individualized Educational
8

Program (IEP) is prepared and this is modified whenever necessary. Parents then
are notified of the learning progress of their child, who will then be re-assessed
every three years to determine if he or she is still in need of continued special
education services.
In the Philippines, what every schoolchild must learn and why it must be learned,
regardless of his or her abilities or lack thereof, are issues that have yet to undergo
intense debate. Rich and sustained argumentative discussions surrounding IE and
special education in the Philippines must be encouraged to discern what is best for
all Filipino schoolchildren. Whether the Philippines should adopt the inclusion
policy and specific approaches to IE practiced in other countries and which
adjustments to make according to the demands of the country’s own cultural,
economic, and social realities—these are serious matters that need immediate
attention, for high-quality education is an entitlement all school-aged Filipino
children must enjoy, regardless of what they have or lack.
Some Problems of IE Here and Overseas
The IE movement encourages inclusive schools to establish a continuum of
support and services to match the needs of children who require special attention
(Salamanca Statement, 1994). Since the institutionalization of IE in different
countries, nearly all public schools have been morally or legally stripped of their
option to turn away exceptional children whose parents or guardians seek for
them to be schooled in a general education setting. This development was further
facilitated by many organizations’ aggressive call for a satisfactory implementation
S S D 12:1 2016
of IE. However, it would later be found in various parts of the world, however, the
pursuit of high-quality IE poses many challenges. Many school systems are unable
to quickly evolve according to the ideals of IE.
In July 2001, South Africa institutionalized IE with the publication of the policy
document called, Education White Paper 6 on Special Needs Education: Building an
IE and Training System. Naicker (2006) acknowledges that the first four years of its
implementation proved that it is far from perfect in form and substance. A favorable
change in the educational system largely depends on the construction of a strong
theoretical framework. To build one, stakeholders should introduce reforms in the
area of epistemology, special education theory and practices, curriculum, ideology,
and politics (Naicker, 2006). This means that inclusion policy should require that
teachers be informed appropriately and equipped with skills that will enable them
to pave the way for high-level IE.
In the Philippines, both in the cities and remote or rural areas, many public
schools remain ill-equipped. This could be one of the reasons why many general
education teachers in the Philippines doubt their capacity to teach in an inclusive
school. In a research by Muega and Echavia (2011), 87 in-service teachers said
they are willing to handle and work with professionals for the inclusion of CSN
in general education classrooms, but their overall response indicates they are

9
not prepared to take on the challenge of handling students with disorders or
disabilities. This problem is further aggravated by the difficulty of meeting other
vital requirements of sound IE. At this point, teachers in the Philippines, whether
trained or otherwise, will have to accept that they will be spread too thinly in
an inclusionary setting because the presence of students with special needs in
an oversized group of students, if taken seriously, requires the preparation of
more than one lesson plan. While inclusion policy has been already adopted in
the Philippines, many schoolteachers have yet to fully appreciate the value of IE
(Muega & Echavia, 2011).
In Guyana, supporters of inclusion are confronting the same challenges that
other developing nations are facing to establish a just and durable IE system. It
has been observed that the inappropriate attitude of many toward persons with
disabilities remains a major obstacle to IE in Guyana (Adjodhia-Andrews, 2007).
Agents of change or educational leaders, however, could work together in order
M U E G A – Inclusive Education in the Philippines

to reconfigure Guyanese society’s negative views and attitudes toward people with
disabilities and their educational potentials (Adjodhia-Andrews, 2007).
Having sufficient knowledge of IE enables teachers and school administrators
to become more flexible and productive (Naicker, 2006). One of the most neglected
components of IE, however, is the laying of its conceptual foundations to ensure
that general education teachers, administrators, and parents fully understand and
appreciate the ground upon which IE is built. Many researchers—including S.
Vaughn, J.S. Schumm, J.S. Jallad, B. Slusher, and L. Samuell (1996) and M.M. Ali,
R. Mustapha, and M.Z. Jelas (2006)—have established that when inclusive teaching
 is not standing on solid knowledge about IE, many teachers are wont to think
that inclusion policies are oppressive since they have to operate in a landscape
unfamiliar to them (as cited in Khan, 2011). Needless to say, having the right
amount of relevant knowledge and skills to get CSN where they ought to be is a
necessary condition for the practitioners of IE to succeed in the tricky terrain of
inclusion (Adjodhia-Andrews, 2007).
Since 1996, training workshops and other initiatives for IE have been conducted
in the Philippines. The required services for children with special needs in general
education, however, remain unavailable in nearly all public schools. Dizon (2011)
pointed out that tooling up for comprehensive IE requires meticulous planning.
Workshop-seminars conducted over a weekend, a week, or even a month are
insufficient and will not enable inclusive schoolteachers, school administrators, or
parents of CSN to meet the standards of high-level IE. To fully satisfy the needs
of diverse learners, especially those with developmental disorders or learning
disabilities, a government needs to require that high standards of inclusion be met
in schools. Inadequate preparation for IE may actually stand in the way of high-
quality inclusion.

Significance of the Study

10

At present, the entire Philippine education system is lacking in the knowledge and
resources required for high-quality inclusion. This research presents an evidence-
based picture of how IE is practiced in Quezon City, Metro Manila, Philippines, to
give stakeholders in IE an idea of how inclusion is conceptualized and practiced in
the Philippines. Since this study identifies important challenges to IE as practiced
in Quezon City, having knowledge of such problems can help IE stakeholders,
especially in similar developing countries, to decide where to begin and which
specific practices to promote and make available if they wish to facilitate the
development of a just and durable IE. This study gives the parents of CSN a broader
and deeper picture of where a developing country such as the Philippines might be
in terms of IE practice. Such vital information is crucial in aiding parents in their
attempt to maximize the learning opportunities of their CSN despite the limited
external support system for IE. General education teachers will likewise benefit
from this study in that the research suggests inclusionary procedures that may be
implemented in the Philippines, even if a significant majority of these schools are
burdened with very limited resources. Findings from this study can also be used
to inform those tasked to revise Philippine Senate Bill 3002 or to institutionalize
inclusionary procedures in schools throughout the country.

Research Problems
This study is concerned with the knowledge and practice of IE among schoolteachers,
administrators, and parents whose CSN are attending inclusive schools in Quezon
City. The following problems were answered: (1) What is the participants’ concept
S S D 12:1 2016
 of IE?; (2) Is there a significant difference among the responses of the parents of
CSN, inclusive classroom schoolteachers, and inclusive school administrators in
terms of their knowledge of inclusion?; (3) How are the participants involved in
IE?; (4) Is there a significant difference among the responses of the parents of CSN,
inclusive classroom schoolteachers, and inclusive school administrators in terms
of their involvement in IE?; and (5) How is IE viewed and practiced?
Research problems 1, 3, and 5 were addressed using a modified survey
questionnaire, where the participants were instructed to explain, elaborate,
concretize, and/or justify their choice of answers. The themes that emerged from
this part of the study are the following: (a) IE equals extra effort to succeed; (b)
diversity and education that is responsive to students’ individual needs; (c) lack of
basic knowledge; (d) trying to adapt according to the demands of IE; (e) collaborate
and communicate; (f) doubts about one’s work; and (g) practice IE regardless of
what and how much we know. To address problems 2 and 4, analysis of variance
(ANOVA) was used. No significant difference was found among the mean scores
in the survey of the three groups of participants. This suggests that what has been
found in response to problems 1 and 3 are most likely true.

Methods

11
Research Design
A qualitative–quantitative method of inquiry was employed to answer the problems
in this study. Using a customized survey questionnaire, data were collected from
respondents or participants who have firsthand knowledge of and experience in
inclusive schools in Quezon City. Participants include: inclusive schoolteachers,
inclusive school administrators, and parents whose CSN are attending inclusive
schools. Using ANOVA, each of the research hypotheses was tested only after
open coding had been completed and an answer was given to the relevant research
question that had been addressed using the grounded theory approach.

Sampling and Respondents

There were 91 participants in this study who were selected by convenience sampling.
They have been divided into the following groups: parents (20 participants) whose
CSN are attending inclusive schools; inclusive schoolteachers (57 participants);
M U E G A – Inclusive Education in the Philippines

and inclusive school administrators (14 participants). Although 15 participants

have no special education background, 8 have some background from their special
education master’s or doctoral studies, 29 have taken special education courses, and
39 have knowledge from discussions and readings in special education. Among the
survey participants, 33 were bachelor’s degree holders and 58 were either graduate
students or graduate degree holders. Participants are inclusive schoolteachers,
administrators, and parents who send their CSN to inclusive schools in Quezon
City. Names of participants and schools are not mentioned in this article for ethical
and privacy reasons. Instead, each participant was given a number code (same as
 their ID number) and are referred to as “P” plus their number code.
A total of 35 survey forms were collected from 10 private schools in Quezon
City. Contact persons in these institutions were requested to facilitate the
distribution and collection of the customized survey instruments to the inclusive
classroom teachers, administrators, and parents of CSN. There were 9 survey forms
answered by participants who were identified through referrals. The rest of the
47 survey forms were answered by in-service inclusive schoolteachers, inclusive
school administrators, and parents of CSN who were then attending different
graduate classes in a teacher education institution in Quezon City. There were 45
survey questionnaires discarded as they were from respondents who did not finish
answering the forms, were not inclusive schoolteachers or school administrators,
or were not parents of CSN. Among the participants, 20 were parents whose CSN
are attending inclusive schools, 57 were inclusive schoolteachers, and 14 were
inclusive school administrators. There were 33 participants with bachelor’s degrees
and 58 were either graduate students or graduate degree holders. There were 15
male and 76 female participants.

The Research Instrument

The research instrument allowed for the gathering of quantitative and qualitative
12

data to answer the research questions for this study. The instrument used was one
customized survey questionnaire answered by all the participants. The survey
items are subdivided into statements regarding the participants’ knowledge of
and their involvement in IE. Each survey item in the questionnaire is followed
by an instruction and/or open-ended questions that are to be addressed by the
respondents in order to describe, clarify, justify, and/or explain their answers to
the survey items. This feature of the instrument made it possible to gather data
that could be cited as additional evidential support for the general findings and
observations in this study. The open-ended questions in the survey instruments
were prepared and developed with the advice of a full professor of special education
and assistance from a jury of four special education experts (PhD holders)
who commented on the first draft of the instrument. The final instrument was
developed after a pilot interview was conducted with two parents of schoolchildren
with special needs, two inclusive schoolteachers of CSN, and two inclusive school
administrators.
To secure the informed consent of the respondents or participants in this
study, the customized survey questionnaire opens with a letter describing the
study. The respondents were instructed that they were free not to participate in
the study and should they answer the survey instrument, they were assured that
their and their schools’ identities would be treated with utmost confidentiality. The
participants answered the survey questionnaire from January to March 2014. The
development of the instrument started in March 2013 and it was finalized and
reproduced in January 2014. It had been subjected to reliability analysis, which
S S D 12:1 2016
 yielded a Cronbach’s alpha of .865. The questions in Table 1 are a summary of the
various sections of the original interview instrument, which has been converted
into a customized survey questionnaire.
The customized survey questionnaire was developed from a set of open-ended
interview questions that have been subjected to a series of revisions according to
the comments of a special education professor and a jury of experts. In the final
instrument, respondents were asked to rate their agreement or lack of agreement
on the items regarding their knowledge of and involvement in IE. The respondents
were instructed that they might explain or substantiate their answers to the survey
item. This qualitative feature of the survey instrument was added in order to
ensure clarity in the answers of respondents, and to give them the opportunity to
describe, clarify, qualify, justify, and/or explain their answers to the survey items.
This qualitative feature of the instrument was quite helpful in the formulation of a
more accurate interpretation of the data, which were processed using the grounded
theory approach. Table 2 below is a set of sample survey items and additional
instructions/questions under each item:

TA B L E 2 — K N O W L E D G E O F I N C LU S I V E E D U C AT I O N
Encircle only one answer on the 1 2 3 4 5

13
right side of this questionnaire.
I can name some defining Strongly Disagree Uncertain Agree Strongly
elements of inclusive disagree agree
education.
Name some if you answered in
the positive.
My idea of inclusive education Strongly Disagree Uncertain Agree Strongly
is my personal understanding disagree agree
of it rather than based on
scholarly books or articles.
Explain your answer.
I can clarify the defining Strongly Disagree Uncertain Agree Strongly
elements of inclusive disagree agree
education.
Clearly define at least two
elements.
M U E G A – Inclusive Education in the Philippines

Grounded Theory Approach

The grounded theory approach was used to analyze and process the participants’
follow-up answers (e.g., descriptions, explanations, justifications, etc.) to their
answer choices in the customized survey questionnaire. Grounded theory research
design was employed in this study to allow for a deeper understanding of the
participants’ concepts, beliefs, and views about IE and its implementation in their
respective contexts. Grounded theory is a research method that is often described
as the opposite of the traditional approach, where hypotheses are tested. Grounded
theory research does not take off from any possible theory about or explanation to
 a particular phenomenon. It begins without citing any event as a possible result
or effect of another variable. In grounded theory research design, one does not
offer any suspicions or hunches that have to be verified. In the words of Strauss
(1987, p. 30): “believe everything and believe nothing.” Thus, this study started off
from the ground with an analysis of the participants’ answers in order to build a
theoretical picture of their concepts, beliefs, and views about IE and their place in
or their practice of it. Needless to say, the theoretical picture that was constructed
for this study was “grounded in the data from participants who have experienced
the process” (Fraenkel & Wallen, 2008, p. 429).
Relevant data were collected using a customized survey questionnaire, in
which the respondents were instructed to describe, qualify, justify, clarify, and/
or explain their answers in the survey part of the instrument. Following the
coding methodology of Strauss and Corbin (1998), examples of participants’
words or statements from their descriptions or explanations of their responses
were extracted from the survey. The stages of the development of theory about
the delivery of IE in the venue of this study are the following: (1) data gathering
using the customized survey questionnaire; (2) organization of data or grouping of
examples of the participants’ expressions or beliefs (descriptions or explanations of
responses in the survey) according to their crisscrossing resemblances; (3) citation
14

of the crisscrossing resemblances of the examples of the participants’ expressions

or beliefs under the headings “knowledge of IE” and “involvement in IE”; (4) open
coding or fragmentation of the data to summarize what has been observed among
the participants’ expressions under the same headings in 3; (5) axial coding or
categorization of the data to articulate the observed link between the open codes;
and (6) selective coding or integration of the data using axial codes (done in
preparation for the construction of a theory from the “ground” or what has been
observed). This procedure is best suited for answering the qualitative questions
in this study as these problems are mainly concerned with participants’ concepts,
beliefs, and views regarding IE and their involvement in it. All the participants had
first-hand knowledge of and experience in IE in Quezon City.

Statistical Treatment: One-way ANOVA

This study goes beyond the limits of grounded theory approach. Quantitative
analysis was also used and it yielded results that suggest that the observations about
the participants’ knowledge of and involvement in IE similarly apply to all their
groups. To confirm this, the quantitative data from the survey was examined. This
data was encoded before being subjected to one-way analysis of variance or ANOVA.
The stages of quantitative analysis that was carried out in the study are the following:
presenting the research hypotheses (see hypotheses); setting criterion for rejecting
the hypotheses at a=0.05; encoding of data; computing the observed values; and
interpreting the results. It should be noted, however, that since the sample was not
random, the results of the statistical tests must be interpreted as simply indicative.
S S D 12:1 2016
Scope of the Study
This study has three groups of participants: inclusive schoolteachers, inclusive
school administrators, and parents whose CSN are attending inclusive schools
in Quezon City. Data was gathered from participants who work in or send their
CSN to private schools. The research is both qualitative and quantitative in
substance and form to ensure stronger support for whatever may be found or
observed in the study. The following were considered in limiting this study to
respondents and participants from private schools or whose CSN are attending
private schools: inclusion of CSN (diagnosed) in the general education setting;
availability of IE resources; and potential to give relevant and informative answers
to questions that were written in English. The participants in this study do not
include teachers and administrators from and parents of CSN attending public
schools in Quezon City.

Results and Analysis

Participants’ Knowledge of IE
“Knowledge of IE” in this study is associated with the following: ability to name
some defining elements of IE; research- or literature-based understanding of IE;

15
ability to define elements that are central to IE; ability to identify factors that make
the general education setting inclusive; and level of familiarity with the concept of
IE. The participants stated their knowledge of IE with the awareness that it requires
extra effort to succeed and that IE goes beyond the scope of general education that
includes only students without special needs. The participants believe that IE places
a premium on diversity and on education that is responsive to students’ individual
needs. Whether the schoolteacher participants have the required training to
facilitate the preparation of differentiated instruction for CSN is, however, another
matter. Though supportive of IE, the participants spoke of differentiated learning
with the admission that they are lacking in basic knowledge about their claimed
inclusive practices. They believe that they practice IE, but they are not quite certain
whether the conceptual basis of their practice is sufficient to meet the standards of
high-level inclusion. These observations are further substantiated with verbatim
citations of some participants’ answers in the customized survey questionnaire.
M U E G A – Inclusive Education in the Philippines

It was common among the participants to describe IE as an activity requiring

additional effort to attain its practitioners’ goals.
IE Equals Extra Effort to Succeed
(“Additional teacher training, collaboration, and strong
administrative support are pre-requisites of successful IE.”)

The participants would point out that special training and materials are
necessary to satisfactorily meet the demands of an efficiently responsive IE. The
following are direct quotes from selected survey participants (P):
 • P42 (inclusive schoolteacher): “Regular school setting can be inclusive if
teachers are well-trained and well-equipped when it comes to inclusive
education.”
• P64 (schoolteacher): “The use of different accommodations and
modifications of some lessons/tests for CSN can make the regular school
setting inclusive.”
• P10 (parent of CSN): “It is essential that CSEN should learn alongside
their same age peers (although with a different content). They must
be helped to access the Gen Ed curriculum as much as possible using
differentiated instruction and supports.”
• P6 (administrator of inclusive school): “Classes which provide facilities,
lessons and personnel who oversee that CSN are educated together with
their regular peers.”
Diversity and Education that is Responsive to Students’ Individual Needs
(“Diversity and individuality are strongly tied to IE.”)

The participants also expressed their idea of IE with the belief that it values diversity
and is sensitive to the individual needs of students. This is very much in contrast
16

with the principle of mass education where children are schooled as though they
are of the same mold, and are therefore taught in the same fashion. The following
passages from participants’ answers in the customized survey questionnaire
illustrate the observation that, for them, diversity and individuality are necessary
conditions of IE:
• P71 (inclusive schoolteacher): “The child with special needs is included
in the regular classroom… He/she is given differentiated instruction
according to his IEP.”
• P10 (parent of CSN): “Staff and students welcome and embrace diversity.”
• P7 (administrator of inclusive school): “…differentiate instruction to
accommodate the needs of students.”

“Differentiated learning” was repeatedly mentioned by the participants as

a necessary ingredient of IE. Moreover, a well-calibrated IE requires thorough
knowledge of children’s development (Flem, Moen & Gudmundsdottir, 2004).
It was later found that one of the barriers to highly inclusive education in the
participants’ respective contexts is their tendency to be skeptical about their
ability to facilitate differentiated learning. P. Paliokosta and S. Blandford (2010)
argue that the “difficulty or inability of teachers to differentiate within a classroom
setting” (p. 11) stands in the way of successful inclusion. In other words, although
the participants, especially the teachers, know that differentiated learning is a vital
component of successful IE, they are also aware that they are lacking in the ability
to secure the same. As Paliokosta & Blandford (2010) point out, “differentiation
S S D 12:1 2016

was presented in practitioners’ utterances as an important factor for inclusive

 practice, without necessarily presupposing its effective implementation” (p. 11).
They were, however, quick to add that, “it would be unfair to demonise teachers
without investigating facts that underpin their attitudes and practices” (p. 12) as it
is, of course, possible that there are other barriers to inclusive education beyond
the control of ordinary teachers.
It may be said that the educational situation in the Philippines is lamentable,
especially in comparison to those in developed nations, given that classes in the
country, even in private schools, are mostly oversized (i.e., 40 or more students).
Time is likewise too short to accommodate everyone’s needs, since most Filipino
schoolteachers do not have access to support from teaching assistants, much less
from special educators and other specialists who, in developed nations, are readily
available when the need arises.
Lack of Basic Knowledge
(“We do not have sufficient knowledge of IE.”)

Despite their claimed familiarity with IE, the participants expressed doubts
regarding their conceptions and practice of IE. This is not a startling observation
as there is no law or educational policy in the country requiring pre- or in-service

17
education majors to take even one subject on IE. C. Forlin, C. Earle, T. Loreman,
and U. Sharma (2011) emphasize that “preparing pre-service teachers in inclusive
schools requires universities and colleges to ensure that their curriculum covers
sufficient detail to enable newly graduating teachers to cater for the increasing
diversity of student needs” (p. 58).
While the participants could tell what is and what is not IE, evidence shows that
they were unsure as to the acceptability of their definitions. This was examined as it
is necessary for participants to be well-informed regarding the distinctive features
of IE as these are standards by which the level of inclusiveness in a certain school
could be ascertained. The response of Participant 32 (inclusive schoolteacher)
expresses the general view of nearly all participants regarding their knowledge of
the defining traits of IE: “I have read some books about inclusive education but I
do not have any in depth research on it. Thus, my ideas about it are basically based
on my personal understanding and interpretation.”
M U E G A – Inclusive Education in the Philippines

It may be argued that no one, not even the teacher, can avoid interpretation.
Everyone uses a specific lens or perspective (i.e., philosophical, ideological,
cultural, economic) when trying to make sense of what he or she reads or
conceptualizes. But there is often a wide chasm between the interpretations of a
student and someone who has studied a body of knowledge well enough to teach
it. Teachers or experts in special education do specialized research and work in
this discipline in order to teach it and to satisfactorily answer questions from
non-experts and students who have varying depths and breadths of knowledge
for IE. Drawing from S. Symeonidou and H. Phtiaka (2009), Forlin et al. (2011)
emphasize that: “In many instances, pre-service teachers’ conceptualizations of
 inclusion are problematic and teacher preparation courses fail to take into account
their sentiments, attitudes, and concerns” (p.58).
When those who are closely working with CSN in an IE setting begin to reveal
their uncertainties regarding basic knowledge, they may likewise be expected to
show ambivalence about the validity of their practices. Below are some admissions
that participants are unsure about the acceptability of their idea of IE.
• P12 (parent of CSN): “My limited understanding is not enough to enable
me to elaborate.”
• P20 (parent of CSN): “I have very little experience and practically no
knowledge from books in this area.”
• P6 (administrator of inclusive school): “I practice it. And is still striving
to be better at what we do.”

In sum, the participants could distinguish between inclusive and non-inclusive

school settings, but they are unsure of whether they have captured the essence of
IE well enough.

Parents of CSN, Inclusive Classroom Schoolteachers, and

Administrators: Their Knowledge of Inclusion
18

There is no significant difference between the responses of the parents of CSN,

inclusive classroom schoolteachers, and inclusive school administrators in terms
of their knowledge of inclusion. The highest possible mean score in this part of
the survey is 25 and the participants’ actual mean scores are 15 to 16. These 91
participants were divided into three groups: inclusive classroom schoolteachers;
administrators of inclusive schools; and parents of children with special needs.
They all answered the survey on their knowledge of IE. Variances among the mean
scores of the participants in this part of the survey were assessed with one-way
ANOVA. The ANOVA was insignificant, F(2,88)=1.081, p<.05, η2=.02. Evidence
indicates that the participants could spot the difference between inclusive and
non-inclusive educational arrangements, but they are uncertain as regards the
acceptability of their knowledge or concept of IE. The participants’ mean scores of
15 to 16 also lend support to the observation that their concept of IE is relatively
narrow in scope. This suggests that their currently held views about IE are not
comprehensive or thorough, or both—not enough to describe what may count as
a sound practice of IE.

How are the Participants Involved in IE?

The participants’ “involvement in IE” is associated with the following: active
participation in IE; doing one’s best to address the challenges of IE; consistency of
one’s practices with IE; collaborative effort; and having recent knowledge of CSN.
The participants claim to have exerted extra effort to make adjustments
according to their understanding of the additional requirements of IE. They
S S D 12:1 2016
 collaborate and communicate with the other members of the school community.
It has been noted again, however, that they have misgivings with the way they
perform their supposed roles as IE players. They also voiced uncertainties on the
issue of whether they have maximized their efforts toward IE. These observations
are substantiated with the verbatim citations below of selected participants’ answers
in the customized survey questionnaire.
Trying to Adapt According to the Demands of IE
(“Know the case of CSN and respond to their needs.”)

The participants said that their approaches are determined by the learning needs
of their students. This is an indicator that aside from having knowledge of IE,
the participants seem to have accepted the fact that IE, as a global movement, is
founded on widely acceptable principles. The selected passages below, taken from
the customized survey, suggests that the participants respond to the educational
needs of CSN despite their claimed uncertainties regarding the acceptability of
their knowledge about IE.
• P78 (inclusive schoolteacher): “I know which students are in our
SPED-IE program at the stat of the school year and I am able to come

19
up with modifications in instruction and assessments in consultation
with our SPED teachers and the shadow teachers. CSEN are included in
performance-based assessments and musical performances in school,
whether in signing, playing of instruments or dance.”
• P10 (parent of CSN): “I provide SPED intervention to him. Also, I
advocate and explain to his teachers how best to make him benefit from
his learning environment.”
• P (administrator of inclusive school): “As an administrator, I am in a
position to create changes in the structure, organization. I feel that these
are certain accommodations we have done to allow this to some extent
depending on what the school is already allowed to extend its help to a
certain extent.”
Collaborate and Communicate
M U E G A – Inclusive Education in the Philippines

(“Inclusive teaching is not a single person’s job; teachers, parents, and

administrators must communicate and work together.”)

Participants see the need for communicating and collaborating with the other
members of the school community, including those specialists whose findings are
vital to the preparation of a sound individualized education program. Not a single
participant even hinted that he or she could work alone effectively. Nonetheless,
their answers to the customized survey questionnaire show that the different
schools within Quezon City, the venue of the study, do not have a unified approach
to ensure large-scale success in the practice of IE.
 • P38 (inclusive schoolteacher): “I inform parents, subject teachers,
and administrators of the development of the child and the behavior
modification strategies used.”
• P74 (inclusive schoolteacher): “I confer with shadow teachers and
parents regarding ways to improve attention span, increase learning.”
• P18 (parent of CSN): “Yes, they are aware of our visits with doctors and
therapists and have secured copies of our reports and evaluation.”
• P12 (parent of CSN): “I have regular meetings with the teachers
discussing his current class standing (academically and socially).
They are also furnished with his assessment, emphasizing the
recommendations as to how to handle him in the classroom.”
• P1 (administrator of inclusive school): “I coordinate with the guidance
office regarding the concerns of my students and in chosen activities I
talk to parents.”
• P2 (administrator of inclusive school): “We have coordination efforts
and linkages with other offices that help support this (like psychologists,
family counseling center, psychometricians) to help increase our support
to the needs of the students.”
20

The participants claim they take time to inform each other on how to make
their strategies effective. They are all concerned with the outcomes of their role in
the training and education of CSN in the general education setting. Participants’
awareness of the vital importance of collaboration and communication in IE,
however, are again clouded with doubts as to whether best practices are being
implemented in school. This may be explained by the absence of a law that
would guarantee the uniform and systematic application of communication and
collaboration procedures to address the needs of CSN in a general education
setting. Unfortunately, there is no consensus among Filipino education theorists on
how communication, collaboration, and procedures for IE must be carried out in
school. Paliokosta and Blandford (2010) warned that, “Ineffective communication
between adults can be a serious barrier to the development of inclusive cultures
and practices and seemed to be a problematic area in all settings as it has serious
implications on the notion of responsibility” (p. 14). Paliokosta and Blandford also
added: “Resources’ limitations, thus, are not only related to financial issues, but
also to the way adults liaise with each other in the school” (pp. 13-14).
Doubts About One’s Work
(“Have I done my best?”)

Despite the participants’ belief that IE requires teamwork in order to yield best
results, it has been observed that they are in doubt as to whether they have done
their best for IE. This indicates that participants are likewise not in possession
S S D 12:1 2016
 of high-level inclusionary standards that will enable them to assess their own
performance in the course of attempting to facilitate the learning advancement of
CSN. Here are some claims from participants:
• P28 (inclusive schoolteacher): “I am not sure if I am still pursuing
inclusive education, since I am or our school already practice inclusive
education, and it is already accepted”
• P13 (parent of CSN): “I am uncertain because I can only do so much due
to other concerns.”
• P4 (administrator of inclusive school): “Due to limited knowledge on
inclusive education, I could not share or articulate any idea relevant to
my role vis-à-vis my concept of inclusive education.”

In sum, while the participants are not rejecting IE, they are not certain whether
their involvement in it has given rise to best inclusionary practices. Perhaps it is not
unreasonable to further conclude that participants could not tell for sure whether
they are succeeding or failing in their attempt to embrace IE within their respective
schools.

Parents of CSN, Inclusive Classroom Schoolteachers,

21
and Administrators: Their Involvement in IE
There is no significant difference between the responses of the parents of CSN,
inclusive classroom schoolteachers, and inclusive school administrators in terms of
their involvement in IE. The highest possible mean score in this part of the survey
is 25 and the participants’ actual mean scores are 17 to 18. The 91 participants were
divided into three groups: inclusive classroom schoolteachers; administrators of
inclusive schools; and parents of children with special needs. They answered the
part of the survey that inquires about their involvement in IE. Variances among the
mean scores of participants in this part of the survey were assessed with one-way
ANOVA. The ANOVA was insignificant, F(2,88)=.704, p<.05, η2=.02. Evidence
suggests that the participants are actively engaged in IE, but they have doubts on
whether their involvement has yielded the best results. Evidence further shows
that they cannot decide with certainty whether their inclusionary practices are
failing or succeeding. The participants’ mean scores of 17 to 18 indicate that their
M U E G A – Inclusive Education in the Philippines

involvement in IE is barely satisfactory. This could mean several things, such as:
they do not have the criteria to answer the issue; they do not consistently practice
IE; and they do not know what to do exactly.

How is IE Viewed and Practiced?

It may be said that IE is being practiced within the venue of the study. The
participants themselves, however, are aware that they work only within the limited
scope and very general knowledge of what they think IE means.
 Accept and Practice IE Regardless of What We Know
(“The matter is choosing the lesser evil between two
evils rather than between good and evil.”)

Along with the participants’ knowledge of what they lack in inclusion, it has been
found that a number of them, including teacher participants, have expressed
concern over the lack of IE training among many teachers in the schools that
accommodate CSN. Administrators, too, have admitted that there is a need, at this
point, to outsource the services CSN must avail for themselves in order for the
teacher to develop a sound personalized lesson plan.
It is quite noticeable, however, that the participants are not strangers
to the idea of improvisation. That is to say, evidence shows that what they
lack in resources, they make up for in the courage to proceed despite their
limitations. What is worth noting here is that the participants are well aware
of what they do not have, which is a good starting point for problem-solving.

Emergent Framework
The major categories of participants’ responses in the customized survey
questionnaire suggest that inclusive schoolteachers, school administrators, and
22

parents whose CSN attend inclusive schools neither question nor resist the practice
of inclusion in their respective general education situations. At the same time,
it is common among participants to admit that they are not sure whether their
conceptions of IE conform to widely accepted definitions. This admission has been
cited in this study to explain the participants’ doubts regarding the potency of their
inclusionary practices. These observations are consistent with what has been noted
in the study of Paliokosta and Blandford (2010) who said:

The different factors that have been identified as barriers to change are discussed
empirically and lead to a view of levels: barriers occur at the level of the system, for
example lack of flexibility of secondary schools and limitations in teacher training
(Mittler, 1995; Davies and Garner, 1997; Slee, 1999; Garner, 2000; Booth, Nes &
Stromstad, 2003) which counts for the general population of schools, the sub-system,
e.g. resources, funding, time management, which counts for many schools, and the
micro-system, e.g. lack of communication, which counts for specific schools. The
barriers encountered in the contexts investigated do not all operate at the same level,
even if they operate at the same time with one complicating the other. (p. 6)

E.I. Dizon (2011; 2012; 2013) would repeatedly emphasize that inclusive
education is not a simple matter of placing CSN inside the general education
classroom. Schools should find ways to give justice to CSN, who are fit to grow
and develop in a general education setting (Dizon, 2011; 2013). While participants
in this study shared these views, they also accept that they face the gargantuan
S S D 12:1 2016
 challenge of removing great barriers to inclusion, such as the lack of resources and
proper training for stakeholders. Not a single participant considered the obstacles
to high-level inclusion as insurmountable despite the many factors that continue
to saddle the participants’ attempts to fight unwarranted segregation or separate
special education. Evidence shows, however, that the struggle against the exclusion
of CSN from general education remains an uphill battle. It may not mean an
impending defeat, but it is not an easy task to win the struggle against exclusion
without ensuring that IE practice stands on solid ground—by having adequate
knowledge of IE, by practicing a sound and just IE ideology, by playing an active
role in the education of CSN, and by having the resources required for inclusion.
Evidence shows that the participants accept IE as a necessary pursuit. It must
be offered to every deserving child regardless of physical or mental condition.
Participants agree that IE is against the sort of discrimination that violates the right
to education of any student who could show proof that he or she belongs to the
general education setting.
An inevitable consequence of high-level IE is the promotion of diversity, which
is supposed to place the CSN in a general education setting, enabling the student
to find a way to live a normal life. Diversity was actually a recurring theme all
throughout the answers of survey participants. Not one of them ever questioned

23
or cast doubt on the idea of diversity. But it was not treated as an end-goal of IE
either. Instead, participants suggested that diversity is a defining element of IE. This
means that for the participants, diversity is a necessary ingredient of IE. Without
room for diversity, general education cannot be considered inclusive.
Overall, while the participants showed varying degrees of thoughts, views,
or knowledge about IE, the responses from participants make it evident that the
movement is virtually unopposed within the venue of the study. While it may
be pointed out that the qualitative responses of the participants to the modified
research instrument are not solidly bound by a single thematic thread, the results of
the statistical analysis support the observation that the three groups of participants
are united by similar views on their knowledge and involvement in IE.

Conclusion
Advocates of inclusion often emphasize that IE is not the simple physical
M U E G A – Inclusive Education in the Philippines

accommodation of a student with special needs in a general education school alone

(Paliokosta & Blandford, 2010). Beyond the mere presence of CSN in the general
education classroom, appropriate adjustments must be made so that CSN can
genuinely participate in the learning activities that happen in school (MacBeath
et al., 2006).
IE in the venue of this study has found considerable support from schoolteachers,
administrators, and parents whose CSN are attending inclusive schools. Even
if there was a discernible tone of apprehension and reservation among the
participants over how their or their children’s schools are adopting the principle of
 inclusion, they consistently referred to IE as an opportunity that must be afforded
to all children regardless of their physical and mental condition. This observation
finds support in the study that was conducted by M.J. Meynert (2014) on inclusive
education in Sweden. Perhaps this study’s participants could sense that though
they may not be able to articulate it, there are good reasons to embrace IE even if
the Philippine’s education system is generally ill-equipped compared with those of
highly industrialized countries.
IE promotes diversity and is primarily aimed at normalizing the lives of
CSN. It must be pointed out again, however, that while IE is being practiced in
the schools of the participants or in schools attended by CSN, much remains to
be done in order to deliver a just case of inclusion. Apparently, the issue is not
whether the participants are involved in the practice of inclusion. Inclusion has
already penetrated private education in the Philippines, but whether high-quality
IE is implemented in Quezon City is an entirely different matter.
It is likewise important to raise the matter of whether IE, as practiced and
advocated by the participants in this study, is not a futile effort to help CSN attain
the level of a highly normalized life within a reasonable span of time. As noted
earlier, the US has laws governing the procedural practice of IE. Due diligence
in the attempt to address the learning needs of a special needs student must be
24

exercised first before any assessment is carried out, in case preparation for IE is
necessary.
The participants in this study believe that they practice or are involved in IE, but
they admit that they operate only within the scope of their limited and very general
knowledge of inclusion. The scant IE resources and practices that are available or
accessible to the inclusive private schools and CSN families that participated in
this study in no way resemble or even approach the Special Education Process
implemented in the U.S.
It has been observed that the participants are worried about the lack of IE
knowledge and training among many teachers of inclusive schools. The lack of IE
training among general education teachers is indicated by their admission that they
are wanting in competence to facilitate high level inclusion of CSN. The malaise
they have registered regarding this admission is not without reason, for even the
best-equipped inclusive education system in the world finds real challenge in its
own practice of inclusion. As was described above, the Special Education Process
of the US is comparatively more thorough and systematic than IE practices in the
Philippines. But J.B. Kritzer (2012) is quick to add: “The special education process
for children with learning disabilities, in the United States, can be a cumbersome
exercise, with much paperwork to keep in order to stay in compliance with existing
laws and regulations.”
The good thing, however, about such guided practice of IE, Kritzer (2012)
argues, is that “it has ensured a consistency across the country with regard to the
services provided.”
S S D 12:1 2016
 The general terms with which the participants attempted to state what IE is
indicate that they can tell if CSN are not enjoying high-quality IE. This means that
participants are relatively informed as to what CSN ought to avail for themselves
beyond the simple case of being physically present in a general education setting.
Nevertheless, they are not fully convinced that their definition of IE is clear and
precise, or logically tenable enough to be widely acceptable. This deficiency is
alarming as ignorance of the nature of IE practice may affect one’s attitude toward
CSN. “Attitudinal blocks may take the form of misconceptions, stereotypes, or
labeling” (Heyne, 2003). It is thus reasonable to urge education leaders to require
all the participants, as well as themselves, to acquire “accurate information about
disabilities” (Heyne, 2003). Simply put, it would be tremendously unfortunate, if
not dangerous, if, “[s]taff may not understand the concept of inclusion and what it
represents in terms of people’s rights and opportunities” (Heyne, 2003).
That diversity is one of the central ideas of IE was a recurring theme in the
study. Participants, however, did not say that the concept of diversity in education
prescribes the active participation of CSN in the general education setting. Despite
the participants’ general idea of IE, nearly all of them admitted that their notions of
its distinctive features are limited. How far should it go, what are its procedures, and
what resources must be made available are issues for which they offer no clear and

25
confident answers. The participants almost always tie IE to the necessity of having
to exert extra effort to attain its goals. They say that teachers must have special
training and additional materials to facilitate the learning of CSN, and according
to participants, these are among the very requirements they lack. This problem, of
course, is not endemic to the Philippines. It has also been observed in other parts
of the world, especially in China by researchers including F.C. Worrell and K.S.
Taber (2009), L. Deng and A. Harris (2008), Y. Pang and D. Richey (2006) (as cited
in Kritzer, 2012). Even if it is practiced in highly-industrialized countries like the
U.S., M.D. Lieberman (2012) argues that, “…the barrage of curriculum materials,
syllabi, grade-level expectations for performance, standardized achievement
tests, competency tests, and so on, continue to overwhelm even the most flexible
teachers” (as cited in Thompkins & Deloney, 1995).
Participants in this study made it apparent that one of the major problems is
the lack of teacher training in IE. Such training should begin at the pre-service
M U E G A – Inclusive Education in the Philippines

level of teacher training and education. This may sound easy, but high-quality
training may only be realized if the teacher education institution has the necessary
resources to fully equip inclusive schoolteachers.
There was no apparent resistance among the participants against the practice
of IE in the Philippines. Perhaps no strong argument could be found to prevent
the emergence and development of IE in the Philippines and around the globe. In
fact, there appears to be a consensus that the wisdom behind inclusion is, indeed,
a noble thing (Thompkins & Deloney, 1995). Beyond this study, it seems only
the most reprehensible character would, for the sake of argument, raise doubts
 about the Philippine government’s move to welcome IE into the country. Whether
reluctantly or eagerly, there simply is no question that the participants in this study
are involved in IE practice.
The participants claim to have made some adjustments according to the
demands of IE. Such efforts are imperatives that they have clearly accepted even
if they are not fully familiar with IE. They work with each other toward the
attainment of IE goals, even if they express misgivings about the way they perform
their respective roles in IE setting.
While it is possible that stakeholders in IE are inclined to accept the principle
and practice of inclusion, this study has demonstrated and provided proof that IE
practitioners in Quezon City—perhaps this is likewise true for the wider local or
national context—are not confident that their knowledge and involvement in it has
given rise to best practices. Such doubt often leads to the creation of real barriers
(e.g., negative views and attitudes) to the inclusion of CSN into mainstream society
(Drame & Kamphoof, 2014), a vital part of which is the enjoyment of maximum
learning in an IE setting. Such obstacles must be removed rather than merely
overcome. Simply hurdling these barriers may eventually lead to exhaustion and
the continued existence of complications brought about by the tension between
inclusive and exclusive forms of schooling.
26

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 ACKNOWLEDGMENT

I would like to acknowledge the Office of the Chancellor of the University of the
Philippines Diliman, through the Office of the Vice Chancellor for Research and
Development, for funding this study through the Thesis and Dissertation Grants.
Acknowledgment is also given to the Scholarship Committee of the U.P. College of
Education and the University of the Philippines Diliman for providing additional
financial support for this project.

ABOUT THE AUTHOR

Michael Arthus G. Muega, PhD, is Professor of Educational Foundations at

the College of Education, University of the Philippines Diliman. He holds two
doctoral degrees, one in Special Education and another in History and Philosophy
of Education. He has published in national and international peer-reviewed
journals and has presented research outputs with fellow teachers, and graduate
and undergraduate students, in both international and local conferences. He may
be contacted at [email protected].
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