Inclusive Education in Context: A Comparative Survey of Profile, Practices and Challenges in Selected School Locations in the Schools Division of Albay
DOI:
https://doi.org/10.65339/ijsair.V2.I2.415Keywords:
Assistive Technologies, Coastal Schools, Inclusive Education, Learners with Special Needs, Mainland Schools, Professional Development, School Facilities, Teacher Preparation, Upland SchoolsAbstract
This study examined inclusive education in selected upland, coastal, and mainland schools in the Schools Division of Albay by comparing school profiles, practices, and challenges in serving learners with special needs. Anchored on the Dimensions of Belonging Framework Theory, Inclusion as Participation Model Theory, Inclusive Educators’ Continuum of Change Theory, and the researcher’s Inclusive Belonging Theory, the study used a descriptive quantitative research design. Data were gathered through a researcher-made and validated survey questionnaire administered to 253 teachers and school heads, with school data covering 126 learners with special needs. Frequency count, weighted mean, Likert-scale interpretation, and the Kruskal-Wallis H-test were used to analyze the data. Findings revealed that mainland schools had the highest number of learners with special needs, teachers handling them, and available inclusive education facilities, while upland schools had the least resources and experienced the greatest implementation challenges. Inclusive education practices were highest in mainland schools, followed by coastal schools, and lowest in upland schools. Challenges were most severe in upland schools, particularly in facilities, assistive technologies, budget, classroom spaces, collaboration, and teacher preparation. Significant differences were found in both inclusive education practices and challenges among the three school locations. The study concludes that school location strongly affects inclusive education implementation and recommends a targeted action plan addressing the distinct needs of upland, coastal, and mainland schools. The study supports SDG 4, SDG 10, SDG 11, and SDG 17 by promoting equitable, inclusive, and context-responsive education. Its sustainability impact lies in strengthening educational, institutional, community, and policy support systems for learners with special needs.
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