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THE READINESS OF IMPLEMENTING INCLUSIVE EDUCATION IN

SORSOGON CITY

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An Undergraduate Research Presented to the Faculty
of the College of Teacher Education
The Lewis College
Sorsogon City
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In Partial Fulfillment of the Requirements for the
Degree Bachelor of Secondary Education Major in English
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by:
Derit, Angelleca L.
Espiritu, Joana Mae R.
Fullero, Shaina Mae O.
Repuya, Jessica B.
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May 2024

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RECOMMENDATION FOR ORAL EXAMINATION

The undergraduate research proposal, entitled “THE READINESS OF

IMPLEMENTING INCLUSIVE EDUCATION IN SORSOGON CITY”, prepared
and submitted by Angelleca L. Derit, Joana Mae R. Espiritu, Shaina Mae O. Fullero,
Jessica B. Repuya in partial fulfilment of the requirements for the degree, Bachelor of
Secondary Education Major in English has been examined and found to be acceptable in
content and form, and is recommended for oral examination.
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ROSA D. ANONAT, Ed.D.
Manuscript Editor
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ENRISA MARIE A. REYES, RhD, MBA, Med
Research Instructor, Adviser
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APPROVAL

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This (undergraduate research proposal) entitled “THE READINESS OF
IMPLEMENTING INCLUSIVE EDUCATION IN SORSOGON CITY” prepared
and submitted by Angelleca L. Derit, Joana Mae R. Espiritu, Shaina Mae O. Fullero,
Jessica B. Repuya in partial fulfilment of the requirements for the degree Bachelor of
Secondary Education Major in English is hereby accepted.
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ENRISA MARIE A. REYES, RhD, MBA, Med
Research Instructor, Adviser
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ROSA D. ANONAT, Ed.D.
Manuscript Editor
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This undergraduate research is hereby officially accepted as partial fulfilment of
the requirements for the degree Bachelor of Secondary Education, Major in English.
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ROSA D. ANONAT, Ed.D.
Dean, College of Teacher Education
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RESULTS OF FINAL ORAL EXAMINATION

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Results of the Undergraduate Research Oral Examination for Angelleca L. Derit,
Joana Mae R. Espiritu, Shaina Mae O. Fullero, Jessica B. Repuya.
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Title of the Study: The Readiness of Implementing Inclusive Education in Sorsogon
City.
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Place: The Lewis College, Sorsogon City
Date: May 9, 2024
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Panel of Examiners Action Taken
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Rosa D. Anonat, Ed.D _________________
Chairman
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Lourdes L. Callos, MAED _________________
Member
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Ardie D. Dolot, MA _________________
Member
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ACKNOWLEDGEMENT
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The researchers are very grateful to GOD ALMIGHTY for without His graces and
blessing, this study would not have been possible.
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Immeasurable appreciation and deepest gratitude for the help and support are
extended to the following persons who in one way or another have contributed in making
this study possible.
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The researchers would like to express their deepest gratitude to Mrs. Enrissa
Marie A. Reyes, RhD, MBA, Med, research adviser, for her support, advices, guidance,
and suggestions that benefited much in the completion and success of this study. Sharing
her knowledge and helped in the analysis of data and organization of the results and
findings.
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To Rosa D. Anonat, Ed.D, Dean of College of Teacher Education, for her
invaluable guidance throughout the course of this research. Her insightful advice and
encouragement have been instrumental in shaping the direction and outcome of this
study.
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To Ms. Lourdes Callos, MAEd, Basic Education Principal, for her mentorship
and the opportunities she has provided, which greatly enriched this academic journey.
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To Teacher Ardie Dolot, LPT, Basic Education Vice Principal, for his suggestion
to improve the study, specifically the research title.
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To Ms. Thelma Bobis, The Lewis College Instructor, for recommending people
that the researchers should contact to conduct their data gathering.

To Ms. Yvette J. Domens, Senior Bookkeeper of Bacon East Central School, Mr.
Baden Almer F. Domasig, SPET III of Sorsogon East Central School, Ms. Marie
Rhoma Deocareza, BSNED student teacher deployed in Sorsogon National High
School, for their accommodation and assistance during the data gathering process.
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The members of committee for oral examination who manifested their
distinguished skills and talents in their own fields as seen in their way of correction and
ideas shared.
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To the respondents from the three selected Schools and Division Office for their
worthy support and cooperation and time in terms of providing the researchers all the
needed information.
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Lastly, the researchers would like to thank their parents, for supporting them
throughout the making of this study, and their cohort members for editing help, late-night
feedback sessions, and moral support.
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DEDICATION
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To our beloved parents, who instilled in us the value of perseverance and
compassion, this work is a testament to your unwavering support and guidance.
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To our esteemed instructors, whose wisdom and mentorship have been the beacon
of our path, we dedicate this research as a reflection of the knowledge you have imparted.
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To the educators, administrators, and families in Sorsogon City, whose
commitment to inclusive education inspires us, this endeavor is a humble contribution to
your noble cause.
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To every child, regardless of abilities or circumstances, may the findings of this
research pave the way for an equitable and inclusive learning environment, where every
mind is nurtured, and every dream is within reach.
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We dedicate this work to all those who tirelessly advocate for an inclusive society,
where diversity is celebrated, and barriers are transformed into opportunities for growth
and understanding.
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TABLE OF CONTENTS
PAGE
TITLE…………………………………………………………………..…..……………i
RECOMMENDATION FOR ORAL EXAMINATION….………….……..…..…….ii
APPROVAL SHEET………………………………………………….………..………iii
RESULTS OF FINAL ORAL EXAMINATION..……………..….…………..………iv
ACKNOWLEDGEMENT………………………………….……………………..……v
DEDICATION.….…………………………………….………………………..………vi
TABLE OF CONTENTS…………………….…………………………………..……vii
LIST OF TABLES.……..…………………………………………….………..……….ix
LIST OF FIGURES.……..…………………………………………….………..………x
ABSTRACT.….……………………………………………..………………………….xi
CHAPTER I: THE PROBLEM……………………………………….……………….1
Background of the Study..…………………………………….………………….1
Statement of the Problem.……………………………………..…………………7
Assumptions..…………………………………………………………………….8
Significance of the study..………………………………………………………..9
Scope and Delimitation..……………….……………………………………..…10
Definition of Terms..…………………..…………………………………………11
CHAPTER II: REVIEW OF RELATED LITERATURE.……….………………….14
Foreign Literature and Studies..…………………………………………………14
Local Literature and Studis………………………………………………………24
Comparative Analysis……………………………………………………………54
Theoretical Framework……………………………………………………..……61
Conceptual Framework……………………………………………………..……62
Gap-bridged by the Study……………………………………………..…………63
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CHAPTER III: METHODOLOGY………………………………………………..….64

Research Design………………………………………………………………….64
Sources of Data………………………………………………..…………………65
Research Instrument……………………………………………………..……….65
Data Gathering Procedure…………………………….………………………….66
The Respondents…………………………………………………………………66
CHAPTER IV: RESULTS AND DISCUSSION………………………………………67
CHAPTER V: SUMMARY, CONCLUSIONS, AND
RECOMMENDATION….…………………………………….…..…..97
Findings………………………………………………………………………….98
Conclusions …………………………………………………………….………100
Recommendations………………………………………………………………101
BIBLIOGRAPHY……………………………………………………………..………103
APPENDICES………………………………………………..………………………..104
A. Permit to Conduct Study……………………………………………….……104

B. Questionnaire…………………………………………………………….….110

C. Transcriptions of Interviews.…………………………………….…….….…111

D. Documentation.…………………………………………………..….………155

CURRICULUM VITAE.……………………………………………………….……..159
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LIST OF TABLES
TABLE TITLE PAGE
1. Schools’ Preparedness for Inclusive Education.…………………………….……83

2. Resources Needed to Make Inclusive Education Successful……………….……84

3. Challenges in Implementing Inclusive Education in Sorsogon City..…….….…..85

4. Inclusive Practices that worked well in the City……………………..…………..87

5. Community Supports for Inclusive Education………………………….………..88

6. Level of Training and Preparedness of Educators………………………………..88

7. Policies and Regulations that Support or Hinder Inclusive Education…………..89

8. Steps to Address Gaps and Challenges of Inclusive Education………….………89

9. Role of Technology……………………………………………………...……….90

10. Key Indicators to Measure the Success of Inclusive Education….…….….…….91

11. Implementation of Inclusive Education.………………………….…….………..91

12. Interventions and Programs …………………………………………….…….….92

13. Support for Regular Teachers……………………….…………………..………..93

14. SNED Population in Three (3) Schools.………….……………………….……..96

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LIST OF FIGURES

FIGURE TITLE PAGE

1. Theoretical Paradigm………………………….……………………………..61

2. Conceptual Framework………………………………………………………62

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ABSTRACT
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This research study investigated the readiness for implementing inclusive
education in Sorsogon City. The respondents are Special Needs Teachers and Receiving
Regular teachers from three selected school in the city. This research aims to address the
challenges faced in implementing inclusive education for children with special
educational needs by enhancing teachers' readiness and creating a more inclusive
educational environment. The researchers used observations and interviews to identify
the readiness in implementing inclusive education in Sorsogon City.
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The purposive sampling method was used for effective data gathering and
Thematic analysis to examine the data and identify common themes. The interview
responses from teachers in Sorsogon City highlights both progress and challenges in
implementing inclusive education practices. Some inclusive practices like mainstreaming,
IEPs (Individualized Educational Plan), and activity participation are being utilized. The
responses indicate a need for community awareness campaign and fostering acceptance
which support the UDL (Universal Design for Learning) principle of providing multiple
means of engagement. Overall, the data gathered showed that, 17 out of 21 respondents
teachers (the SNED Teachers and Receiving Teachers) stated that Sorsogon City is not
fully ready and prepared to implement Inclusive Education.