Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 10 (2025)

Evaluating the Implementation of Inclusive Education Policies for Learners with Disabilities in Elementary Schools

Mea Fhe Obcial | Gee Ann Tangaja | Joan Senobio | Amylene Trencio | Regina Sitoy

Discipline: Education

 

Abstract:

This study explores the implementation and challenges of inclusive education policies at one of the Public Elementary School in Cebu for the school year 2024-2025. Using a descriptive-correlational research design, data were collected from 58 teachers through survey questionnaires to evaluate the extent of policy implementation, identify challenges, and assess their impact on student outcomes. Findings reveal that inclusive education policies are "fully implemented" (average weighted mean = 4.21), with notable strengths in providing equal opportunities and flexible teaching methods. However, areas such as support services and access to specialized resources remain moderately implemented. Challenges identified include inadequate training, limited resources, inconsistent administrative support, and insufficient parental and community engagement. Despite these hurdles, inclusive education policies positively influenced students’ academic performance, social inclusion, and self-esteem, with improvements in confidence, motivation, and skill development. The researchers suggest an improvement plan that emphasizes curriculum and instructional strategy adaptation, improved allocation of resources, enhanced community and parental collaborations, and teacher professional development. To guarantee ongoing improvement, regular monitoring and assessment are also suggested.



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