Title: Towards Inclusion and Equity: Exploring the Implementation of Alternative Learning System (ALS) Provisions for Learners with Disabilities
Authors: Elizabeth D. Santiago, Edward C. Jimenez, Ph.D.
Volume: 10
Issue: 4
Pages: 69-75
Publication Date: 2026/04/28
Abstract:
Education is fundamental to the development and progress of mankind. It has been instrumental in honing the brilliant minds of the people who became the pillars of society's never-ending journey to victory over ignorance. This paper explored the implementation of DepEd provisions for Learners with Disabilities (LWDs) in the Alternative Learning System (ALS) in the perspective of stakeholders. Employing a convergent parallel design of the mixed method research approach, both quantitative and qualitative data were collected simultaneously from 141 stakeholders (102 for quantitative and 39 for qualitative) who voluntarily participated in the survey and interview. A researcher-made instruments were prepared that underwent validity and reliability process to ascertain credibility and accuracy of the data to be collected. Data analysis for both quantitative and qualitative phase were done using mean and standard deviation as well as thematic analysis. The study found that for the implementation status of the ALS for LWDs, the stakeholders rated it with "to a great extent" in all of the four components. Also, supporting ALS and SPED programs is vital for diverse learners' development and academic success. Additionally, internal stakeholders are instrumental in delivering personalized support and specialized training for students with disabilities in the ALS program, while external stakeholders aid by raising awareness, providing financial backing, and advocating for accessible resources and learning centers. Lastly, stakeholders acknowledge the ALS program as a valuable chance for Learners with Disabilities (LWDs), providing advantages like broader access, personal development, improved academic abilities, alternative routes to achievement, life skill development, personalized assistance, inclusive approaches, efficient teaching techniques, and enhanced educational experiences and results for disabled learners. The study concluded with a proposed management intervention program directed towards ALS program which aligns to the needs of LWDs.