Teachers’ Perceptions and Challenges in the Implementation of the Inclusive Education Program in District III-A, Division of Olongapo City

Abstract

Inclusive education is a fundamental approach that encourages all children, regardless of cognitive, physical, or physiological differences to study together provided environments conducive to belonging and minimized discrimination. This study examined elementary teachers’ perspectives on the implementation of the Inclusive Education (IE) Program in District III-A, Division of Olongapo City, in alignment with RA 11650 and its 2025 IRR. It focused on four domains trainings and seminars, classroom practices, collaboration, and support factors while identifying challenges encountered in inclusive classroom implementation. Understanding teachers’ perspectives and identifying their challenges is critical for translating institutional policies into effective classroom strategies and achieving educational mandates.  An Explanatory Sequential Mixed Methods Design was employed, beginning with a quantitative survey administered to all 86 teachers through complete enumeration. Qualitative narrative responses were then analyzed to contextualize and deepen the quantitative findings. Data analysis utilized descriptive statistics, inferential tests, and thematic analysis. Findings revealed that teachers consistently demonstrated strong inclusive classroom practices, particularly in differentiated instruction, student engagement, and creating supportive learning environments. They reported active collaboration with colleagues and frequent instructional adjustments based on learner needs. However, uneven implementation of IEP-aligned strategies and limited access to sustained professional development were noted. Teachers also identified challenges across five areas: learner-related (behavior concerns, lack of home support), teacher-related (insufficient training, workload stress), classroom-related (large class sizes, limited materials), resource-related (shortage of assistive devices and SPED personnel), and policy-related (unclear guidelines, inconsistent implementation). No significant differences in perception were found when grouped according to profile variables. The study concludes that while teachers demonstrate strong commitment to inclusive practices, systemic constraints hinder full implementation. It recommends sustained capacity building, strengthened collaboration cycles, enhanced school-level support systems, and clearer policy alignment. Continuous, structured support is essential to ensure meaningful and consistent inclusive education practices within the district.