This study was undertaken to determine the factors signifcant to inclusive education, and the extent of its signifcance as possible predictors of successful inclusive education which can serve as basis for the decision making and policy formulation of administrators of St. Paul University Quezon City. Te study reveals that sixty percent (60%) of the variability of responses can be explained by 9 components namely: (1) educational resources and infrastructure; (2) mutually benefcial school-community relationships;(3) inclusive practices;(4) shared-committed leadership; (5) accountability and governance; (6) innovative and participative learning experience; (7) assessment-related support mechanisms & assistive technology; (8) inclusive policies and (9) inclusive culture. Among these 9 components, 35.29% can be explained by component 1 which is educational resources and infrastructure which connotes that educational reforms such as inclusive education necessitates resources in all aspects such as time, capital, human resources, and facilities. Specifc recommendations were given in the areas of Strategic Management, Marketing, Infrastructure and Resource Development, Human Resource Development, and Research should St. Paul University Quezon City decide to pursue inclusive education.
ISSN 2012-2353 (Print)
Philippine E-Journals
