Title: Bridging Gaps in Instructional Delivery and School Culture in Inclusive Education
Authors: Rowena A. Bolotaolo, Eric C. Mendoza and Judith N. Malto
Volume: 9
Issue: 2
Pages: 67-71
Publication Date: 2025/02/28
Abstract:
This study addresses the critical role of special education and inclusive education teachers in promoting equity, inclusion, and diversity in educational systems globally, with a specific focus on the Philippines. This research seeks to assess the effectiveness of inclusive education delivery, school culture, identify barriers, and explore interventions. Doing so aims to enhance inclusive education practices and support all students in accessing quality education. Ultimately, effective instruction in inclusive education can be achieved through customization to meet specific student needs, equipping educators with the necessary knowledge and fostering collaboration among stakeholders, thereby creating an inclusive classroom environment where all students feel valued and supported. This study utilized the descriptive research method and involved 34 Special Education Teachers and 58 Inclusive Education teachers enrolled in the Master's Program in Special Education. The study established that in delivering instruction to learners with disabilities, the Special Education teachers and Inclusive Education teachers have highly utilized teaching strategies, instructional resources, classroom management strategies, and assessment of learning but sometimes utilized blended learning platforms. With opportunities for enhancement, a highly evident school culture thrives and functions in the school setting. However, some problems impacted the delivery of instruction. An intervention measure entitled "Instructional Enhancement Development Program" is proposed as a capacity-building activity that supplements instruction and enhances the competencies of special education teachers and inclusive education teachers.