Implementation of Special Education Fund in the Public Schools of Milagros
DOI:
https://doi.org/10.65339/ijsair.V2.I2.578Keywords:
Accountability, Curriculum and Instruction, Effectiveness, School Development, School Operations, Special Education Fund (SEF), TransparencyAbstract
This study examined teachers’ perceptions of the implementation, effectiveness, and challenges of the Special Education Fund (SEF) in public schools in Milagros, Masbate. Anchored on the Theory of Planned Behavior, Systems Theory, and Inclusive Education Theory, the study employed a quantitative descriptive-correlational research design. Data were collected from fifty (50) teachers through a researcher-made and validated questionnaire and analyzed using frequency counts, percentages, weighted means, rankings, and Pearson correlation. Findings revealed that the SEF was generally implemented in the areas of school infrastructure and facilities, instructional materials and equipment, co-curricular and extracurricular activities, and other school programs and services. The fund was perceived to be effective in supporting curriculum and instruction and highly effective in promoting school development and school operations. However, significant challenges were identified in the allocation and distribution of funds, monitoring and evaluation, and transparency and accountability. The results further showed a statistically significant positive relationship between the extent of SEF implementation and its perceived effectiveness, indicating that improved implementation contributes to better educational services and school outcomes. The study concludes that while the SEF effectively supports educational programs and school operations, improvements in resource allocation, monitoring systems, transparency, accountability, and stakeholder participation are necessary to enhance its implementation. The study aligns with Sustainable Development Goal (SDG) 4 on Quality Education, SDG 10 on Reduced Inequalities, and SDG 16 on Peace, Justice, and Strong Institutions by promoting inclusive education, equitable resource utilization, and responsible governance. Its sustainability contribution lies in strengthening educational, institutional, and community sustainability through improved management and utilization of educational resources.
References
Adewumi, T. M., & Mosito, C. (2019). Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Education, 6(1), 1703446.
Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9), 5625.
Aldabas, R. (2020). Special education teachers’ perceptions of their preparedness to teach students with severe disabilities in inclusive classrooms: A Saudi Arabian perspective. SAGE Open, 10(3), 2158244020950657.
Alquraini, T. A., & Rao, S. M. (2020). Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), 103–114.
Ammar, A. A. (2021). Special education policy in Egypt: A mixed methods study of the implementation and perception at three international schools in Cairo [Doctoral dissertation, Drexel University].
Anderson, S. E., & Putman, R. S. (2020). Special education teachers’ experience, confidence, beliefs, and knowledge about integrating technology. Journal of Special Education Technology, 35(1), 37–50.
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35(4), 236–248.
Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744.
Binlang, J. B., & Donguiz, R. G. (2024). Beyond sight: A systematic review of the challenges and coping mechanisms in inclusive education for visually impaired students. Cognizance Journal of Multidisciplinary Studies, 4(7), 59–74.
Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80–97.
Campado, R. J., Toquero, C. M. D., & Ulanday, D. M. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. International Journal of Professional Development, Learners and Learning, 5(1), ep2308.
Castillo, E. T., & Cay, M. K. M. (n.d.). School-based management practices and utilization of special education fund. International Journal of Educational Management and Development Studies, 5(4), 95–111.
Cavendish, W., Morris, C. T., Chapman, L. A., Ocasio-Stoutenburg, L., & Kibler, K. (2020). Teacher perceptions of implementation practices to support secondary students in special education. Preventing School Failure: Alternative Education for Children and Youth, 64(1), 19–27.
Chukwuemeka, E. J., & Samaila, D. (2020). Teachers’ perception and factors limiting the use of high-tech assistive technology in special education schools in North-West Nigeria. Contemporary Educational Technology, 11(1), 99–109.
Dayso, A. L., Dulionan, M. O., Labot, V. S., Lassin, R. D., Mangsi, L. W., & Nucaza, J. M. (2025). Challenges and practices of education teachers on inclusive education. Cognizance Journal of Multidisciplinary Studies, 5(1), 147–156.
De Jesus, E. (2019). Inclusive education. In Building Inclusive Democracies in ASEAN (pp. 356–371).
Dela Fuente, J. A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94–110.
Deliva, L. G., Rentino, P. N. K., Leon, D. D., R RA, F. K., & Gavino, K. C. T. (2024). Exploring the narratives of special education teachers in the first district of Laguna: Basis for an inclusivity workshop. Ignatian International Journal for Multidisciplinary Research, 2(5), 1572–1595.
DeMatthews, D. E., Kotok, S., & Serafini, A. (2020). Leadership preparation for special education and inclusive schools: Beliefs and recommendations from successful principals. Journal of Research on Leadership Education, 15(4), 303–329.
Department of Education. (2016). DepEd Order No. 13, s. 2016: Adoption of policy guidelines on the allocation and utilization of the Special Education Fund (SEF). Department of Education, Philippines.
Department of Education. (2019). DepEd Order No. 21, s. 2019: Policy guidelines on the K to 12 basic education programs. Department of Education, Philippines.
Domingo, Y. L. (2020). Factors affecting implementation of inclusive education in the Philippines (Doctoral dissertation, 서울대학교 대학원).
Dring, C. C., Lee, S. Y., & Rideout, C. A. (2020). Public school teachers’ perceptions of what promotes or hinders their use of outdoor learning spaces. Learning Environments Research, 23(3), 369–378.
Espeño, S., Babiano, E. H., Bucoy, M. L. R., Busime, E. L., & De Borja, J. M. A. (2024). Issues and challenges of implementing special education (SPED) curriculum in the Philippines: A systematic literature review. Jurnal Inovasi Pendidikan, 2(4), 196–205.
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238.
Gargiulo, R. M., & Bouck, E. C. (2020). Special education in contemporary society: An introduction to exceptionality. Sage Publications.
Gaytos, C. E., Lavilla, I., & Cablao, S. (2020). The lived experiences of teachers from the special education program of Guiuan North District. International Journal of Scientific Research and Engineering Development, 3(3), 1248–1264.
Hester, O. R., Bridges, S. A., & Rollins, L. H. (2020). “Overworked and underappreciated”: Special education teachers describe stress and attrition. Teacher Development, 24(3), 348–365.
Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers' TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education, 3(1), 1–13.
Kenny, N., McCoy, S., & Mihut, G. (2020). Special education reforms in Ireland: Changing systems, changing schools. International Journal of Inclusive Education, 1–20.
Kilag, O. K., Torres, J. L., Mira, J. P., Ramas, G. P., & Peranco, R. E. (2025). The state of special education in the Philippines: Challenges and opportunities for inclusive practices. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 2(2), 116–122.
Kohli, T. (2019). Special education in Asia. World Yearbook of Education 1993, 118–129.
Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526.
Lee, Y. A., Francisco, M. P. B., Al-Said, S. K. Q., Al Bulushi, M. Y. A., & Wang, Y. (2024). Comparative study: Perceptions of multiple education stakeholders on children with disabilities and goals of special education in Oman and the Philippines. International Journal of Comparative Education and Development, 26(2), 114–129.
Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42–59.
Locke, J., Lawson, G. M., Beidas, R. S., Aarons, G. A., Xie, M., Lyon, A. R., ... & Mandell, D. S. (2019). Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: A cross-sectional observational study. Implementation Science, 14(1), 29.
Majoko, T. (2019). Teacher key competencies for inclusive education: Tapping pragmatic realities of Zimbabwean special needs education teachers. SAGE Open, 9(1), 2158244018823455.
Meijer, C. J., & Watkins, A. (2019). Financing special needs and inclusive education—from Salamanca to the present. International Journal of Inclusive Education, 23(7–8), 705–721.
Mpu, Y., & Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: The South African perspective. Perspectives in Education, 39(2), 225–238.
Mullen, C. A., & Hunt, T. K. (2022). Emotional disability and strategies for supporting student outcomes: Interviews with K–12 special education teachers. Teacher Development, 26(4), 453–471.
Neca, P., Borges, M. L., & Pinto, P. C. (2022). Teachers with disabilities: A literature review. International Journal of Inclusive Education, 26(12), 1192–1210.
Nilholm, C. (2021). Research about inclusive education in 2020—How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370.
Niro, A. I., & Petilla, J. L. (2019, July). Stakeholder engagement to implement projects of special education centers in Region I, Department of Education, Philippines. In Proceedings of International Conference on Special Education (Vol. 3).
Nordström, T., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Assistive technology applications for students with reading difficulties: Special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology.
Nunez, R., & Rosales, S. (2021). Inclusive education: Perceptions and attitudes among Filipino high school teachers. The Asian ESP, 17(6.1), 151–172.
Opoku, M. P., Elhoweris, H., Moustafa, A., Miezah, D., Shah, H., & Oppong, A. (2024). Perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in classrooms in the United Arab Emirates. Journal of Child & Adolescent Trauma, 17(2), 611–625.
Paju, B., Kajamaa, A., Pirttimaa, R., & Kontu, E. (2022). Collaboration for inclusive practices: Teaching staff perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), 427–440.
Pantaleon, A. T., Tenerife-Cañete, J. J. L., Pinili, L. C., Vasquez, M. R. E., Mangubat, R. C., Espina, R. C., ... & Calasang, V. O. (2025). Implementing inclusive education for learners with special needs: Exploring non-SPED teachers’ knowledge, attitudes, and practices in Nangka National High School. International Journal of Research and Innovation in Social Science (IJRISS), 9(11).
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272.
Paulsrud, D., & Nilholm, C. (2023). Teaching for inclusion—A review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541–555.
Pocaan, J. (2022). Exploring teaching strategies and challenges towards a holistic context-based special education teaching strategies program. The Normal Lights, 16(1).
Pregot, M. V. (2021). Principals’ depth of perception of knowledge on special education programs: How much do they really know? International Journal of Educational Reform, 30(1), 3–20.
Principal, I. V. (2019). Stakeholder engagement to implement projects of special education centers in Region I, Department of Education, Philippines.
Pugach, M. C., Blanton, L. P., Mickelson, A. M., & Boveda, M. (2020). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education, 43(1), 85–103.
Punzalan, F. R. A., Bontuyan, J. O., Sanchez, R. D., Pangilinan, A. M., & Sanchez, A. M. P. (2025). Teaching learners with special educational needs: A descriptive-correlational study of teachers’ challenges, coping strategies, and support needs. International Journal of Open-Access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR), 4(3), 314–325.
Radiamoda, R. B. (2021). The impact of neoliberalism on Philippine public education and the aid of the Special Education Fund. Lukad: An Online Journal of Pedagogy, 1(1), 20–32.
Reyes, C. L. A. (2023). A systematic review on the state of special education in the Philippines: Identifying challenges, gaps, and future directions. Journal of Educational Policy, 27(1), 58–72.
Sakız, H., Tören, Z., & Yıldırım, H. (2021). Student and parent perceptions of government-funded private special education schools. SAGE Open, 11(2), 21582440211021396.
Shater, A., AlMahdawi, A. J., & Khasawneh, M. A. S. (2023). The digital learning of disabled students: Perceptions of teachers in public schools. Information Sciences Letters International Journal, 12(2), 879–887.
Shaukat, S., Vishnumolakala, V. R., & Al Bustami, G. (2019). The impact of teachers’ characteristics on their self-efficacy and job satisfaction: A perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs, 19(1), 68–76.
Sun, A. Q., & Xin, J. F. (2020). School principals’ opinions about special education services. Preventing School Failure: Alternative Education for Children and Youth, 64(2), 106–115.
Villaver, M., Jr., Mugadza, J., Kilag, O. K., Uy, F., Jordan, R., & Samutya, M. (2024). Leadership in special education: Promoting inclusion and equity. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(4), 1–7.
Yakut, A. D. (2021). Educators’ experiences in special education institutions during the COVID-19 outbreak. Journal of Research in Special Educational Needs, 21(4), 345–354.
Yao, N., & Wang, Q. (2024). Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness. Heliyon, 10(14).
Zafarullah, T., Kanwal, A., Jaleel, F., Ashraf, S., & Iqbal, K. (2022). Job satisfaction of private special education teachers about teaching profession: Perception of special edification teachers. PalArch’s Journal of Archaeology of Egypt/Egyptology, 19(1), 1240–1249.
Zhang, S., Shi, Q., & Lin, E. (2020). Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, 46(3), 440–453.
Zubeda, M. (2020). Teachers perceptions on the implementation of inclusive education in public primary schools in Tanzania: A case of Njombe Town Council (Doctoral dissertation, The Open University of Tanzania).
