Inclusive Practices of Elementary Teachers with Special Educational Needs Learners (LSENs) in Balbalan District, Kalinga

Abstract

The study aimed to examine the inclusive practices of elementary teachers in handling learners with special educational needs (LSENs). Specifically, it sought to determine the extent of manifestation of LSENs in terms of physical, mental, and social domains, assess the level of inclusive practices of teachers, and identify the problems encountered in implementation. A questionnaire and interview were employed to gather data, with responses quantified using a five-point Likert Scale. Findings revealed that the overall extent of manifestation of LSENs had an average weighted mean of 3.38, described as sometimes observed. Among the domains, the mental domain ranked highest with a mean of 4.02 (oftentimes observed), followed by the social domain with 3.38, while the physical domain registered the lowest at 2.75 (sometimes observed). Meanwhile, the inclusive practices of teachers obtained an overall mean of 4.28, interpreted as always practiced. The mental domain emerged highest at 4.51, followed by the social domain at 4.28, while the physical domain was lowest at 3.76 (oftentimes practiced). The study also highlighted challenges, particularly the limited cooperation of LSENs, which ranked first, while lack of parental cooperation was ranked lowest. Based on these, the study recommends that educators develop individualized engagement strategies, undergo training on assistive devices, and foster inclusive learning environments responsive to the diverse needs of LSENs. Indicators for LSEN manifestations were adapted from DepEd Order No. 044, s. 2021, while indicators for inclusive practices were lifted from Palanca et al. (2021), affirming the instrument’s validity and reliability.