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International Journal of Multidisciplinary Research and Growth Evaluation

ISSN (Online): 2582-7138 | Open Access

Inclusive Education in a Non-Sectarian Private Educational Institution: A Basis for Policy Making

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Volume: 6 | Issue: 2 | Pages: 1790-1795

Subject: Education

Country: Philippines

DOI: https://doi.org/10.54660/IJMRGE.2025.6.2.1790-1795

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Abstract

Moving towards inclusion has become a significant step among educational institutions both in international and local fields. This, however, still presents several challenges that must be address starting from investigating the ideas of inclusion in an institution including its capability and resources to efficiently deliver and achieve the goals of inclusive education. This study was conducted in a non-sectarian private educational institution in terms of practices, culture, and policies which would be the bases for developing inclusive policies for the school. This involved 292 participants composed of school officials, teachers and staff, parents/guardians, and students through a mixed methods approach. The result of the study yielded to a very high level of inclusion while the qualitative data that were gathered from eight (8) randomly selected participants from the sample size expressed that the barriers in implementing inclusive education were focused on the lack of trainings and skills of teachers and staff to attend to the needs of the diverse learners and the lack of awareness about engaging with students with special needs, and the insufficiency of the resources and facilities to implement inclusive education. While the experiences and effectiveness vary among the participants in terms of positive and negative perception of the implementation of inclusive education, the absence of actual policy about inclusive education has led to the need to craft inclusive policies: these may revolve around skills development, knowledge development, inclusive facilities and resources, sustainability, and assessment and admissions. The high index of inclusion may be rooted in the participants’ ideal notion of inclusive education but not as a system due to the absence of actual policies in the school.

How to Cite This Article

Lindsay U Mapanoo, Miguela S Ting (2025). Inclusive Education in a Non-Sectarian Private Educational Institution: A Basis for Policy Making . International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE), 6(2), 1790-1795. DOI: https://doi.org/10.54660/IJMRGE.2025.6.2.1790-1795

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  1. 1. Whatisthecurrentstateofinclusionintheschoolasregardstheirpolicies, practices, andcultureforsupportingdiverselearners?
  2. 2. Whatarethebarriersthatstudentswithdisabilities/studentswithspecialeducationalneedsfaceinaccessingqualityeducation?
  3. 3. Whataretheexperiencesofparents, students, teachers, andadministratorsregardinginclusion?
  4. 4. Howeffectivearethecurrentinclusivepracticesinpromotingacademicsocialparticipation?
  5. 5. Whatpolicycouldbedrawnoutofthestatusofinclusioninthenon-sectarianprivateeducationalinstitution?
  6. 2. Methods Toassessthelevelofinclusionandidentifythepresenceofinclusivepolicies, programs, practices, andresourcematerialsinanon-sectarianeducationalinstitution, amixed-methodsapproachwasemployed, combiningbothqualitativeandquantitativeresearchtechniques. Thequalitativecomponentinvolvedacasestudyanalysis, whichfocusesoninvestigatinganindividual, agroup, anorganization, oraneventin-depth. Thegoalistoexploreexistingissueswithintheareaofconcern. Tocomplementthis, thequantitativeapproachwillbeusedtonumericallyassessanddescribethelevelofinclusionintheinstitution, providingmeasurabledatatosupportthefindings. Usinganon-probabilitysamplingtechnique,292respondentswereidentifiedwhichincludeschoolofficials, teachersandstaff, parents/guardians, andstudentsforthequantitativepartofthestudywhileeight(8\ofthesamplesizewereselectedtobepartoftheinterviewforthequalitativedata. The Indexfor Inclusion, developedby Tony Booth, Mel Ainscow, and Denise Kingston(2002\wasused, specificallythe Part1 Questionnaireofthe Index, wasusedtodeterminethelevelofinclusionoftherespondents. Thetoolthatwasdistributedhastwopartswherethefirstpartisfromtheadoptedquestionnairethe Indexfor Inclusionconsistsofachecklistwithindicators, descriptors, andquestionsdesignedtoevaluateandassessthedegreeofinclusionwithinschools, whilepromotingactionstoremoveorreduceobstaclestokeycomponentsfocusonthreemaindimensions: a\creatinginclusivecultures, b\producinginclusivepolicies, andc\evolvinginclusivepractices. Thesedimensionswillguidetherespondentsintheirself-evaluationandshapetheirperceptionsofinclusionwithintheeducationalinstitution. Thetoolforthequantitativepartofthestudyhasundergoneavalidationprocesstoestablishitsreliabilityandvalidity Alphawhichwas0.
  7. 68758. Thisshowsthattheinternalvaliditymayappeartobeweakbutnotnecessarilyunacceptable. Thequalitativepartofthequestionnairewasderivedfromthestatementoftheproblemtoproperlyunderstandtheparticipantsperspectivesofinclusiveeducationintheinvestigatededucationalinstitution. Thiswascomposedofthreemainquestionsdetailingaboutthebarriers, experiences, andeffectivenessoftheperceivedimplementationofinclusiveeducationintheschool. Furthermore, thereviewedmemos, correspondence, letters, andcommunications, wereincorporatedintothecasestudyanalysistoprovideacomprehensiveunderstandingoftheinstitution'sinclusivepractices. Initially, theresearchersoughtapprovalfromthepaneltoproceedwiththedatacollectionphasethroughapreliminarypresentation. Uponapproval, theresearchersentaformallettertothecollegepresidentortheappropriatehigherofficertoconductthestudy. Uponpermission, theresearcherdistributedthemodified Indexfor Inclusion: Part1inbothphysicalandelectronicformats, dependingonwhatwasmostconvenientfortherespondents. Includedwiththequestionnairewasaninformedconsentform, whichrespondentswereaskedtosigntoconfirmtheirvoluntaryparticipationinthestudy. Afterthecollectionofthequantitativedata, theresearcherreachedouttothosewhoexpressedtheirwillingnesstobetheparticipantsfortheinterviewwhichwasthesecondpartofthedata. Theeightparticipantswereaskedthesamequestionsbasedontheirrespectiveroleintheinstitution. Theirresponseswererecordedandtabulatedforanalyses. Additionally, theresearcherrequestedrelevantdocuments, suchasmemos, correspondence, letters, andcommunications, toreviewaspartoftheinvestigationintotheinstitution'spoliciesandactivitiesrelatedtoinclusion. In-International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1792|Pagepersoninterviewswereconductedtorandomlyselectedparticipantsfromeachcategorytoprovidenarrativeresponsesforthestudy. Aftergatheringthedata, theresearchertabulatedtheresultsfromboththephysicalandelectronicquestionnaires, alongwiththefindingsfromthedocuments, forsubsequentanalysis.
  8. 3. Resultsand Discussions Thispresentstheanalysisandinterpretationofthegathereddata, emphasizingondeterminingthelevelofinclusionofanon-sectarianeducationalinstitutiontodevelopaninclusivepolicy. Table1showsthelevelofinclusionamongschoolofficials, teachersandstaff, parents/guardians, andstudentsofthenon-sectarianprivateeducationalinstitution. Thecollectiveresponsesreflectedanaverageratingof3.49, whichindicatedaveryhighindexofinclusion. Thisresultmayhavebeeninfluencedbytherespondents'idealperspectiveonthenatureofinclusiveeducation, particularlyfocusingonitsphilosophicalandtheoreticalfoundations. Theindexresultswerebasedontheexperiences, perceptions, andobservationsoftheinstitution'smembersandstakeholders. Thisalignedwiththefindingsof Kefallinou, Symeonidou, and Meijer(2020\[12, whoaffirmedthatinclusiveeducationcouldinitiallybeperceivedfromanidealisticstandpoint, whichmayeventuallybetranslatedintopracticalimplementationtoensuretheparticipationofallindividualsinanactiveandsustainablelearningenvironment. Moreover, thisreflectstheemphasisthat Leijen, Arcidiacono, and Baucal(2021\[14mentionedasregardstheeffortsthattheinstitutionmustexertincreatingaculturethatwouldaccommodateallstudentsbuiltonadeeperintentiontomakethemarginalized, personswithdisabilities, accessqualityeducation. Therearevaryingperceptionsasregardsthevaluesandessenceofimplementinginclusiveeducationdependingonthesettingandotherfactorswhichcouldaffecttheinclusiveeducationexperiencesofeverystakeholder. Thisalsoaffirmsthefindingsof Vakaliuketal.(2021\[27thattheschoolmustcultivateaninclusiveculturethatgoesbeyondtheclassroom, engagingthewidercommunity, parents, andlocalorganizations. Byadoptingthesechanges, educationalinstitutionscanenhancetheinclusionindexwithinbothsocietyandtheeducationalsector, fosteringamoreinclusiveandsupportiveenvironmentforeveryone. Thistransformationalsodemandsasustainedcommitmenttoongoingimprovement, innovation, andregularevaluationtoensurethatthediverseneedsoflearnersareconsistentlyaddressed. Table1: Thecurrentstateofinclusionintheschool Indexfor Inclusion Interpretation School Officials3.61 Very High Teachersand Staff3.55 Very High Parents/Guardians3.39 Very High Students3.41 Very High Overall3.49 Very High Thebarriersthatstudentswithdisabilities/studentswithspecialeducationalneedsfaceinaccessingqualityeducation Thequalitativedatafromtheparticipants, specificallytheschoolofficials, showedapositiveregardforinclusiveeducationwithintheeducationalinstitution, withnoperceivedbarriers. Meanwhile, teachersandstaffbelievedthatfactorssuchasthefacility, resources, theexistingaffecttheimplementationofinclusiveeducation. Ontheotherhand, parents/guardiansandstudentsperceivedtheenvironmentspecificallytheschoolpersonnelandotherstudentsasbarrierstotheprogressofinclusiveeducationduetoalackofawarenessandopennessaboutstudentswithspecialeducationalneeds. Thisgeneratesathemeofexpressedbythedifferentattitudesoftheotherstakeholderstowardsstudentswithspecialeducationalneeds. Theresultsofthedatapresentedconfirmthefindingsof Domingo(2020\[7and Dela Fuente(2021\[6, whodiscussedthestruggleseducationalinstitutionsfacewhenimplementinginclusiveeducation, particularlyconcerningimplementers, andthelackofawarenessamongindividualssurroundingstudentswithspecialeducationalneeds. Thesefactorshavecontinuouslyalteredthelandscapeofinclusioninvariouslocales, presentingchallengestotheadvancementofinclusiveeducation. Theexperiencesofstudents, parents, teachersandstaff, andschoolofficialsregardinginclusion Asdescribedintheresponsesfromtheparticipants, theschoolofficialsreportedpositiveexperienceswithinclusiveeducationintheschool, citingtheeffectivenessoftheapproachesandpoliciesthatwerebeingimplemented. Whileteachersandstaffexpressedconcernsabouttheaccessibilitystudentswithspecialeducationalneeds, particularlythosewithphysicaldisabilities, theystillrecognizedtheimportanceofparticipationandcollaborationintheimplementationofinclusiveeducation. Theresultsalsorevealedthatparents/guardianshadconcernsregardingthelackofawarenessamongsomestudentsaboutthosewithspecialeducationalneeds, whichcouldprimarilyaffecttheinclusiveeducationexperiencesofothers. Fromthestudents'perspective, theexperienceofinclusionheldgreatervaluethroughtheculturethathadbeenestablishedintheeducationalcommunity, includingtheimportanceofthesocialenvironmentwithintheschooltomaintainandimplementinclusivity. Thispresentsathemeofmixedexperiencesamongstudentswithspecialeducationalneedsconsideringthevaryingperceptionsofthestakeholderstowardsspecialeducation. Thereweresimilaritiesintheideasofpositiveexperiencesamongschoolofficials, parents/guardians, andstudents, astheirperceptionswererootedintheirdailyexperiencesofbelongingnessintheschool. Teachersandstaff, however, didnotnecessarilyreportnegativeexperiences, buttheirperceptionsofbeingwithstudentswithspecialeducationalneedsintheclassroomandprovisionalsettingsdiffered. Thisdifferencestemmedfromthelackofanactualprogramthatcompelledthemtotryvaryingapproaches, aswellastheabsenceoftheproperskillstodoso. Itwasdescribedthatthereweredifferentreasonswhytheimplementationofinclusiveeducationcouldbeseenfromvaryingperspectives, dependingonvariousfactors(Leijen, Arcidiacono,&Baucal,2021\[
  9. 14. Thesenseofbelongingnessandparticipationmayhavebeenkeycomponentsthatbalancedtheideasofincludingstudentswithspecialneedsinaregularormainstreamclassroom International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1793|Pageinfluencedotherstakeholders'perspectivesoninclusion(Kupper, Oun, Tatomi,&Simson,2020\, theroleoftheschool, withitsteachingandnon-teachingpersonnel, aswellasitspolicies, likelyalteredtheperceptionsofothers. Thisalsoemphasizedtheneedformoreappropriateandaccuratefacilitiesandresourcestobeutilizedtoimprovetheimplementationofinclusioninthegivenschoolsetting. Theeffectivenessofthecurrentinclusivepracticesinpromotingacademicsocialparticipation Basedonthedataprovidedbytheparticipants, theeffectivenessoftheimplementationofinclusiveeducationintheschoolisbalancedbetweenseveralfactors: acceptanceandaccommodations, trainingandresources, andknowledgeandskills. Theschoolofficials, alongwithsomeparentsandaccommodatingandacceptingstudentswithdiverseconditions, allowingthemtoenrollandstudy, weresuccessfulstepstowardinclusion. Ontheotherhand, teachers, alongwithsomeparentsandstudents, feltthatmerelyacceptingstudentswouldnotguaranteetheactualobjectivesofinclusiveeducation. Therewerestillkeyskillsindeliveringinstructionsandservices. Thisincludesthefactthatsometeacherslackedproperknowledgeandskillstoeffectivelyaddressthediverseneedsofstudentswithdisabilities. Thisgeneratesathemeofimprovedordevelopedparticipationamongstudentsdespitethelearninggapsthatmaystillbevisibleduetothelackofactualresourcesandfacilitiesforspecialeducationintheeducationalinstitution. Moreover, therewerenoformalmemoranda, programs, correspondences, orcommunicationsrelatedtoinclusionandinclusiveeducationissuedbytheschoolinthepastfiveyears. Thislackofdocumentationsomewhatsupportstheabsenceofaformalandcomprehensivepolicyregardingtheimplementationofinclusiveeducationintheschool. Theresultsalignwiththefindingsoflocalstudiesconductedbothinternationallyand, inthe Philippines,(Domingo,2020; Leijen, Arcidiacono,&Baucal,2020; Dela Fuente,2021; Nunez&Rosales,2021; Fang,2022\[7,6,9,14,17, whichassertthatthechallengesinimplementinginclusiveeducationprimarilystemfromthelackofadequatetrainingandskillsamongtheimplementers, particularlytheteachers. Additionally, theavailabilityofresourcesandfacilitiestoproperlyaccommodatestudentswithspecialeducationalneedsisasignificantfactorinenhancingtheperceptionofotherstakeholderstowardsinclusion. However, thisdoesnotawarenessandacceptance, whichplaysacriticalroleinenablingstudentswithdiverseneedstothriveandaccessqualityeducation. Policymatrixdrawnoutofthestatusofinclusioninthenon-sectarianeducationalinstitution Theresultsofthedatacollectedhavebeenutilizedtoproposeaninclusiveeducationpolicyforthenon-sectarianprivateeducationalinstitution, focusingonthefollowingkeyareas:
  10. 1. Skills Development: Basedonthefindings, ithasbeenproposedthatessentialskillsbeacquiredtosupportstudentswithspecialeducationalneedsthroughtraininganddevelopmentprograms. Keyindividualswillbeidentifiedtofacilitatethisprocess. Subcomponentsincludebenchmarking, capabilityenhancementtraining, skillsassessment, andevaluation. Thisaimstoaddresstheexistinggapsintrainingandskillsamongkeypersonnel, helpingthemdevelopthenecessarycompetenciestoprovideeffectivesupporttostudentswithspecialeducationalneeds.
  11. 2. Knowledge Development: Thelackofawarenessandmisunderstandingaboutthediversityofstudentswithspecialeducationalneeds, aswellasprejudiceandreluctancetowardtheirinclusion, wereidentifiedaschallenges. Inresponse, itisproposedthatallstakeholdersreceivecomprehensiveandaccurateinformationaboutinclusiveeducationanditsobjectives. Collaborationwithparentsandguardianswillalsobeencouraged, focusingonadvocacy, awareness, andacceptance. Thisinitiativewillhelpcultivateacultureofinclusivitywithinthecommunity.
  12. 3. Inclusive Facilitiesand Resources: Theresultsalsohighlightedchallengesinprovidingthenecessaryrevenueandpopulationsize. Toaddressthis, theproposalincludesdirectingfundsandallocationstowardimprovingaccessibilityandacquiringresourcesforstudentswithspecialeducationalneeds. Subcomponentsincludeaccessibility, utilization, andefficiency, ensuringtheprocurementandacquisitionofnecessaryequipmentandoutsourcedservicesaredoneefficiently.
  13. 4. Sustainability: Giventheabsenceofformalordirectpoliciesoninclusiveeducation, theresultspointedtotheneedforsustainabilitymeasures. Theproposedpoliciesincludetheestablishmentofaframeworktoensurethelong-termsuccessofinclusiveeducationinitiatives. Thiswillinvolvesubcomponentssuchasmonitoringandevaluationtoassesstheprogressofinclusiveeducationimplementation.
  14. 5. Assessmentand Admissions: Whilenotspecificallymentionedbyrespondents, theimportanceofformalassessmentandadmissionprocesseswashighlighted. Theproposedpoliciessuggestimplementingaformalassessmentprocesstoidentifystudentswithspecialeducationalneeds. Despitetheabsenceofaformalprogram, theproposalaffirmsthatinclusionisalreadybeingpracticedandthatformalassessmentsfrompartnerprofessionalswouldenhancetheschool'sabilitytoaccommodatestudentsthroughitsadmissionspolicies. Inclusivepracticesrequirespecializedcompetenciesandexpertise. Basedonthefindings, itisproposedthateducationalinstitutionsfocusoncontinuousprofessionaldevelopmentandretrainingfortheirspecialiststosupportsociallydisadvantagedstudents. Thiswillhelpdeveloptheskillsofteachers, universities, andsocietyatlarge. Increasingdemandforprofessionalswithadvancedskillsinspecialpedagogyandpsychologyhaspromptededucationalinstitutionstoinvestintheseareas(Shutalevaetal.,2023; Tristani&Basset-Gunter,2020; Radojlovic,2022\[23,26,
  15. 19. Byadoptinginclusivepoliciesandpractices, theschoolcanenhancelearneroutcomesandpromotelong-termsocialinclusion. Theproposedpoliciesalsoemphasizekeyinterconnectedfactorsinfosteringinclusivepractices, suchaspolicies, funding, schoolorganization, leadership, schoolclimate, classroomstrategies, curriculumdevelopment, teachertraining, andcollaboration. The European Agency(ascitedby Kefallinou, Symeonidou,&Meijer,2020\[12affirmsthattheinclusionprocessmuststrengthenmainstream International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1794|Pageschools'abilitytoaddresslearnerdiversitybyofferingsupportatthreekeylevels: theschool, classroom, andcommunity(Kefallinouetal.,2020\[12.
  16. 4. Conclusions Inconclusion, basedontheresultsofthe Indexof Inclusion, theeducationalinstitutionwhichwasbeinginvestigatedhasreflectedaveryhighlevelofinclusionwhichsuggeststhatthepeoplewithintheinstitutionexpressedthattheirinstitutionmanifeststheidealsofaninclusiveeducationwhichwasaccompaniedbytheirpersonalexperiencesandperceptionastheyengagewitheachother, inconnectiontotheprograms, activities, andengagementsamongvariousindividualsintheschool. Therewereidentifiedbarriersamongtheparticipantsfocusonthelackofresourcesandfacilitiesforinclusion, competenciesofthepersonnel, lackofawarenessofotherstakeholderstowardsinclusiveeducationwhichleadstoresistancetochange, andactualpoliciesoftheimplementationofinclusiveeducation. Therewasaperceivedpositiveexperiencetowardsinclusiveeducationbyschoolofficialsandstaffwhilethereisabalanceofnegativeandpositiveexperiencesofinclusiveeducationamongteachersandstaff, parents/guardians, andstudentscitingtheexperiencesofbelongingness, participation, andcollaborationintheschoolthroughitsactivities. Theeffectivityoftheimplementationofinclusiveeducationpoliciesinthenon-sectarianprivateeducationalinstitutionvariesamongthestakeholdersconsideringtheirpositionsandvaryingexperiencesofinclusion. However, therewasnoactualpolicythatisbeingimplementedintheschoolrelativetoinclusiveeducation. Inreferencetotheintentionofthepolicytoestablishbasesfordevelopinginclusivepolicies, thekeycomponentsofthedevelopedpolicymatrixwhichcouldbedevelopedforinclusiveeducationinthenon-sectarianprivateeducationalinstitutionbeingobservedmayrevolvedarounda\skillsdevelopmentwithsubcomponentsonbenchmarking, capabilityenhancementtraining, skillsassessment, andevaluation; b\knowledgedevelopmentwithsubcomponentsonadvocacy, awareness, andacceptance; c\inclusivefacilitiesandresourceswithsubcomponentsonaccessibility, utilization, andefficiency; d\sustainabilitywithsubcomponentsonmonitoringandevaluation; andadditionally, e\assessmentandadmissions.
  17. 5. Recommendations Thefollowingrecommendationsforpossibleactionarepresentedbasedonthehighlightedfindingsandconclusions:
  18. 1. Theschooladministratorsmayconsidertheproposedbasisforthepolicyofimplementinginclusiveeducationintheschooltoproperlypromoteinclusionamongtheimplementationofinclusiveeducationintheschoolwillenrichthediversityintheeducationalcommunityandeducation.2. sotheymayhaveasupportingdataandinformationinseekingcompetencyandskillstrainingtoenhancetheirskills. Thismayalsoencouragethemtopursuehighereducationspecializinginspecialeducationtostrengthentheircapacityandexpandingthearrayofservicesthattheinstitutiontheyareservingmayprovidetoitsstakeholders.
  19. 3. Theparents/guardiansmayseeandrecognizetheirrolesadvocacies, programs, andpolicies. Thismayalsoenablethemtochangetheirvaryingperspectivestowardsstudentswithspecialeducationalneedsandpromoteamoreinclusivesocialenvironmentaswellasabettercommunityfortheirchildren.
  20. 4. Thestudents, throughtheprogramsandpoliciestobedeveloped, mayenhancetheirparticipationincreatinganinclusiveenvironmentamongtheirpeers. Thiswillleadtoamoreinclusiveculturewhichwilleventuallypromoteamorewelcomingenvironmentforstudentswithspecialeducationalneeds. Theresearchermayusetheresultsofthisstudytofurtherexpandtheirinterestinthefieldofspecialeducationthroughpolicymakinganddevelopingothermechanismswhichwillpromotesocialinclusion. Thismayalsoserveasaspringboardtoexploreawiderlocality. Thefutureresearchersmayutilizethisstudyasreferenceintheirrelatedresearchendeavorsfocusingoninclusivepolicymakingand/orfillthegapsthatthisstudymayleave. Theylimitationsexploringthecontextofinclusioninvolvingthemarginalized, specificallythesexualandgenderminorities, andothersectors.
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Journal: International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE)

Publisher: Anfo Publication House

ISSN: 2582-7138 (Online)

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Language: English

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