MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.

Catanauan, Quezon
(Formerly Luzonian Standard High School)

Research Title: Strengthening Inclusive Education in Junior High Schools: Addressing

Learning Barriers and Implementing Effective Strategies for Students with Disabilities

A. RATIONALE

Inclusive education makes it possible for all students, including those with disabilities, to

learn together in regular classrooms. However, many junior high schools still face challenges in

giving students with disabilities the support they need. These students often deal with learning

barriers like a lack of teaching materials, limited teacher training, and negative attitudes from

others, which can make it harder for them to succeed in school.

Although inclusive education has gained strong support both globally and nationally,

many junior high schools continue to face significant challenges in providing the necessary

support for students with disabilities. These students often encounter ongoing barriers that affect

not only their academic progress but also their sense of belonging within the school community.

One major concern is the lack of instructional materials that cater to diverse learning needs,

which can result in learning gaps. In addition, many teachers have not received adequate training

in inclusive teaching methods, making it difficult for them to confidently implement strategies

that address these students' unique needs. Further compounding the issue, students with

disabilities may experience unfair treatment or negative attitudes from peers—and in some cases,

from educators—which can contribute to feelings of isolation and low self-worth. These

challenges make it harder for them to fully engage and succeed in school. For this reason, it is

essential for schools to adopt meaningful, inclusive strategies that break down these barriers and

create an environment where every student feels valued, supported, and empowered to succeed.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

According to the World Health Organization, about one in ten people in the world has a

disability, and many of them struggle to get proper education, especially in places with fewer

resources. These challenges often lead to lower academic performance and fewer opportunities.

Inclusive education has emerged as a global priority; every nation promotes rights for

every learner, regardless of abilities, race, life status, and other related matters. According to

Graham (2020), scholars in the field of inclusive education have been hesitant to define

inclusion. It is frequently referred to as a process rather than a location or as a journey rather than

a destination. Meanwhile, the United Nations Educational, Scientific and Cultural Organization

(UNESCO, 2020) stated that inclusive education encompasses everything from curricula to

pedagogy and teaching and aims to identify and eliminate all obstacles to education. Despite

numerous nations implementing actions to promote inclusive education, there are still significant

challenges that remain, particularly in effectively addressing the diverse needs of students with

disabilities, especially junior high school students. In connection, many junior high schools still

face challenges in giving students with disabilities the support they need. These students often

deal with learning barriers like a lack of teaching materials, limited teacher training, and negative

attitudes from others, which can make it harder for them to succeed in school.

According to Gilmour et al. (2019), students with disabilities are often three years

behind in reading compared to their classmates without disabilities. Also, the Australian Bureau

of Statistics reported that young people with disabilities are more likely to leave school early and

less likely to earn a college degree. Inclusive education is more than just putting students with

disabilities in the same classroom as others—it means giving them the right support so they can

truly participate and succeed. According to Bulat et al. (2015), using strategies like Universal

Design for Learning (UDL) and Response to Intervention (RTI) helps make lessons more

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

inclusive and useful for all students, including those with physical, sensory, or intellectual

disabilities. This research aims to help strengthen inclusive education in junior high schools by

identifying the learning barriers that students with disabilities face and suggesting effective

strategies to support them.

Students with disabilities in Junior High Schools (JHS) face numerous challenges that

hinder their access to quality education. One significant issue is the lack of resources, as many

schools are not equipped with accessible facilities, appropriate learning materials, or assistive

technologies, which are essential for students with disabilities to learn effectively (Orberta &

Paqueo, 2021). In addition, teacher preparedness and awareness remain problematic, as many

educators report insufficient training in inclusive practices, particularly in areas like sign

language and classroom management for diverse learners. This lack of preparation is

compounded by biases and misconceptions, where some educators and parents view students

with disabilities as burdens or even curses. Another critical issue is the poverty and societal

mindset that affects families, as many choose to keep their children with disabilities at home due

to financial constraints and the belief that education holds little value for them, given the limited

future employment prospects (Ruh Global Impact, 2020). Furthermore, there is a lack of an

inclusive curriculum, as many schools do not have teaching strategies or curricula that cater to

the diverse learning needs of students with disabilities. Lastly, most public schools are not

designed with inclusive school facilities in mind, making it difficult for students with physical

disabilities to access classrooms, bathrooms, and other school resources, further limiting their

educational opportunities (Ruh Global Impact, 2020). These interconnected challenges

underscore the urgent need for reforms to create a more inclusive and supportive learning

environment for students with disabilities in JHS.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

In the context of local education in the Philippines, the documentary "Paa, Kamay at

Mata" (2022) by Kara David sheds light on the numerous challenges faced by students with

disabilities in rural areas, particularly in Catanauan, Quezon. One of the primary issues depicted

is the geographical isolation of schools and homes in remote barangays, which forces SPED

teachers and students to cross rivers and navigate difficult terrain just to attend classes. This

highlights the significant physical barriers to education in rural settings. Additionally, the

documentary reveals the scarcity of essential resources, such as assistive devices, learning

materials, and specialized infrastructure, all of which are critical for effective special education.

The limited availability of properly trained SPED educators in these areas further exacerbates the

problem. Overall, the documentary offers a profound look into the struggles faced by students

with disabilities in rural settings, underscoring the urgent need for systemic reforms in special

education, infrastructure, and community awareness.

In addressing the variety of challenges that hinder inclusive education it is crucial to

tackle different complex issues that can hinders inclusive education. Lack of resources in schools

is the major problem faced which impacts assistive technologies, instructional materials, and

accessibility. To address this, Fnu et al., (2023) recommend allocate resources and funds at the

federal, state, county, and school levels for teacher professional development and other facilities

to support inclusion. This emphasized that systematic investment is required to make sure that

the environment are more accommodating for learners with disabilities. Furthermore, one of key

components to have an effective inclusion is teacher awareness and preparedness. That's why

teachers need to possess with both the skills and mindset necessary for handling diverse learners

especially learners with disabilities. In line with this, Alcosero et al., (2023) stated that in order

to successfully integrate and carry out educational activities for children with special educational

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

needs in the regular classroom, it is advised that regular teachers receive practical training and

programs that offer them professional and psychological support. This kind of assistance can

guarantee that teachers are not only capable but also knowledgeable on how they will handle

diverse learners. Addressing poverty and societal mindset is crucial, socio economic and cultural

prejudices are one of the reason preventing learners with disabilities from obtaining schooling.

Mausom and Choudhary (2016) arguing for the provision of fundamental social and

physical infrastructures for the urban poor and supporting pro-poor inclusive planning as a

means of resolving this inequality. Similarly, according to Luo (2020) that enhancing concept

education and publicity, improving pertinent laws and supporting systems, managing archival

information effectively, strengthening community rehabilitation management, and assisting

disabled children in assimilating into society are all important. These idea highlights the

importance of not just only supplying physical resources like instructional materials but also

changing societal mindset and strengthening legal systems should be solve. Moreover, it is also

crucial to enhance the curriculum flexibility and inclusivity to support education environment.

Panda (2024) stated that to increase the efficacy of inclusive education and guarantee that all

students have access to high-quality education, strategies such encouraging positive attitudes,

heeding professional advice, making sure there are enough resources, and winning over the

public are offered. This viewpoints reinforced that inclusive education requires not only policy

reforms but also a cultural changes within the educational system and society as a whole.

Lastly, to address the problem in lack of inclusive education facilities, the Philippines

established a law. Which is the Republic Act No. 11650, also known as the “Inclusive Education

Act of 2022” (published on April 11, 2022), stated that every learner with disabilities must have

fair access to high-quality education in all schools, public or private, so that no student is left out.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

The basic services and conditions, such as the provision of infrastructure, facilities, and assistive

devices throughout the admissions process, as well as other types of reasonable accommodation,

must be provided by the implementing rules and regulations. This mandates schools to create an

inclusive environment for students with disabilities to prevent any hindrance that students with

disabilities will encounter in accessing education. It enables children with disabilities to be

integrated into classrooms alongside their non-disabled peers. It also requires public and private

schools to match their settings and policies with inclusive practices. This helps close the gap

between students with and without disabilities. A portal to enlighten society on individuals with

disabilities.

B. RESEARCH QUESTIONS

This study takes a closer look at the real challenges that students with disabilities often face

in junior high school—especially the learning barriers that can hold them back from doing their

best in class. It also looks at the different teaching methods teachers are using to support these

students and tries to find out which ones are actually working well. By hearing directly from

both students and teachers, the goal is to understand how inclusive education plays out in

everyday school life. To help guide this research, the study focuses on the following important

questions:

1. What are the most common learning barriers encountered by Junior High School students

with disabilities?

2. How do learning barriers affect the academic achievement of junior high school students

with disabilities?

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

3. What are the most effective teaching strategies utilize by teachers in promoting inclusive

education in JHS students with disabilities?

4. What are the impact of implementing effective strategies for JHS students with

disabilities?

INCLUSIVE EDUCATION IN JUNIOR HIGH SCHOOL STUDENTS WITH

DISSABILITY

The implementation of inclusive education plays a crucial role in enhancing the overall

quality of education for children and effectively addressing discriminatory attitudes. The

educational approach encompasses integrating students from various backgrounds, promoting the

appreciation of their individual perspectives, and nurturing an environment of mutual respect and

comprehension. The successful implementation of this approach necessitates the incorporation of

various philosophies, resources, and support systems to cater to the needs of all students.

Educators should possess the essential training, flexibility and help to effectively teach students

with diverse needs. The successful implementation of any initiative relies heavily on three key

factors: financial support, parental empowerment, and community participation (Abutazil, 2023).

Inclusive education in the Philippines means accepting and supporting all students,

including those in Junior High School, no matter their background, ability, or disability. It is

based on the idea that every child has the right to learn in a regular classroom with the right help.

This approach includes children who are gifted, have disabilities, follow the madrasa curriculum,

belong to indigenous groups, or face challenges like illness, abuse, or living in hard-to-reach

places. It involves teamwork among teachers, students, parents, and the community to make sure

that education is fair and welcoming for everyone.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

The country has made efforts to promote inclusive education through different programs

and laws. The “Inclusive Education for All” program trains teachers, school leaders, and parents

to better support all kinds of learners, including those in Junior High School. DepEd and

UNESCO work together to train teachers on how to include students with disabilities in regular

classes. There are also Special Education (SPED) schools for students with special needs and the

Alternative Learning System (ALS) for those who can’t attend regular classes. These systems

help students learn at their own pace and in a way that fits their situation.

Despite progress, there are still challenges. Schools, including those at the Junior High

School level, need proper facilities like ramps, elevators, Braille books, and sign language

interpreters. Teachers must also be trained to understand different disabilities and how to support

students effectively. Inclusive education is not just about placing students in a classroom—it’s

about making sure they have the tools and support to succeed. With strong teamwork and the

right resources, inclusive education in the Philippines can become a reality for all learners.

LEARNING BARRIERS

Inclusive education gained global recognition as an essential approach that can provide a

quality education for all learners, especially with disabilities. It raise the idea that every learner,

in spite of their physical, intellectual, social, or other conditions, has the right to participate fully

in mainstream education systems. However, learners with special needs still encounter

numerous learning barriers that can hinder access to quality education. These barriers, which

could be structural, mental, social, or physical, often stem from long-standing inequalities within

schools. Even with pressure for broad-based policies and reforms, many institutions of education

are still not well-positioned to meet the special needs of these students. Many researchers

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

explored the different types of learning barriers faced by learners with special needs in special

education environments. Their studies highlights the need to recognize these learning barriers

and take responsive action so that inclusive education becomes not just a principle but a real and

effective practice for everyone.

Mprah et al. (2015) emphasize that the support provided for learners with special needs in

general education is still insufficient. Their study reveals that even policies for inclusive

education existed on paper, the actual implementation is unsuccessful due to lack of resources,

insufficient teacher training, and lack of individualized instructional strategies. As a result,

learners with special needs are often left behind in terms of academics and socially, which leads

to experiencing exclusion and isolation within the classroom settings. This deficiency not only

diminishes their right to quality education but also impacts their personal development.

Similarly, the design and creation of learning materials is one of considerable challenges

that a students with disabilities will encounter. Hardini et al. (2022) indicate that textual

materials, comprising text, images, and symbols/numbers, cause obstacles for visually impaired

pupils, whereas physically disabled students encounter challenges in classes necessitating

physical activity. These visually impaired students often rely on braille and audio recordings

materials, yet it is uncommon to include these adjustments into regular classroom education.

Meanwhile, physically impaired students face difficulty in classes requiring movements such as

physical education, hands-on science experiments, and other psychomotor activities. These

difficulties show how differentiating education and redesigning learning environments to meet a

range of physical requirements are crucial for students with special needs.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

In addition to materials and instructional barriers, students with special needs often

encounter systemic and attitudinal challenges. Nuri (2024) stated that children with impairments

have obstacles in accessing education, such as stigma, discrimination, an inaccessible

constructed environment, and negative perceptions of teachers. In many cases, constructed

environments, including classrooms without ramps or accessible restrooms, often cause

exclusion for learners with mobility impairments. These barriers reflect wider attitudes and lack

of awareness or sensitivity among educators, school leaders, and communities. The combination

of negative perceptions and inaccessible environments creates a discouraging educational climate

that can result in students with special needs' motivation and self-esteem.

In rural areas, the learning barriers are often more severe in different situations.

Chirowamhangu (2024) examined the condition of special needs education in rural settings and

found several problems that hinder the the access of equality education, such as structural and

logistical. These include a lack of inclusive schools, lack of scholar transportation, low

enrollment rates, and a severe lack of psychosocial and expert support. The findings indicate that

rural regions necessitate focused interventions and increased investment to address the

requirements of special education students. Without intended actions, students with special needs

in rural regions will continue to face unequal access to educational opportunities compared to

urban counterparts. More inclusive schools in rural areas should be established, more specialist

teachers should be hired and trained, availability of accessible transportation should be made,

and infrastructure that can overcome the problem for learners with special needs should be

established. In addition, building lasting support systems and mobilizing resources to support

inclusive education in rural regions can be highly facilitated by inter-cooperation between local

communities, non-governmental organizations, and government agencies.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

As learners with special needs, they encounter problems in the progress of the

educational system, specifically in transitional periods, particularly from secondary to

postsecondary education, presenting different learning barriers. During this transition, students

frequently have to adjust to new academic environments, expectations, and levels of

independence, which can be difficult without sufficient assistance. Nornor (2023) emphasizes the

seven recurring themes of obstacles faced by students with special needs as they go from

secondary to postsecondary education. These themes include social stigma and discrimination,

financial difficulties, educational and institutional difficulties, family influence and background,

personal and psychological difficulties, institutional and policy difficulties, and accessibility and

accommodation difficulties. These learning barriers show how difficult it is to make the move to

college from junior high school students and how important it is to take a comprehensive

approach that takes into account both the academic and extracurricular facets of student life. The

study emphasizes that many students with impairments find it difficult to make educational

transitions in the absence of organized support networks. In order to facilitate easier transitions,

it is crucial to implement inclusive practices like academic advising, peer mentoring, orientation

programs, and the use of assistive technology while students are in secondary level. Institutions

need to understand that inclusive education is more than just providing students physical access.

It also involves developing a welcoming educational environment that respects and encourages

each learner's unique learning needs.

Lastly, Abebe (2023) stated that psychosocial, physical, systemic, and resource-related

learning barriers significantly hinder educational access and participation of students with special

needs. These include a lack of classroom materials, a shortage of assistive technology, a lack of

teacher and peer understanding, and emotional distress caused by being perceived as different

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

due to their impairments. For students with special needs, these barriers may create an

unmotivated and uncomfortable learning environment. Institutions often lack the capacity and

preparedness to create inclusive classroom environments or provide relevant solutions. This lack

of awareness and unpreparedness, students can be misunderstood, misinterpreted, or excluded

from valuable learning opportunities. Students could continue to face lifetime marginalization in

educational and social contexts without targeted support and institutional reform. To ensure that

all students have an equal chance to succeed, eliminating these barriers is not only a moral

imperative but also an educational imperative. It is important to recognize the numerous barriers

to learning faced by a students with disabilities because these directly and often substantially

influence their academic work and overall educational outcomes.

DISSABILITY LEARNING IMPACT

Education is often refered to as society equilizer due to its potential to foster both

intellectual and personal growth. But, year after year he exclusion of diverse students groups and

disadvantaged Communities has been a problem in educational institutions around the word such

as those with dissabilities, individuals of various ethnic backgrounds, and individuals with lower

socioeconomic positions (Singh et al., 2020).

Learning barriers can have an affect on the academic performance and achievement of

Junior High School students with dissabilities According to Savarimuthu et al., 2021, students

with dissabilities are the more disadvantaged and excluded minority in every modern society.

Additionally, it draw attention to the serious issue of inequality and mor discrimination that these

kids experience during different facet various elements of life, including education, medical

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

treatment and social interaction. Consequently, it is clear that students with dissabilities have

difficulty acquire equitable access to high quality education (Singh et al., 2020).

One common barier is the negative/bad attitude of some teachers. Inclusive education can

be defined as a progress of involving students in mainstream Classrooms without compromising

their learning needs.

Positive teaching environment produce greater outcomes because of improved attitudes,

including the widespread use of inclusive policies, elevated standards, and excellent instruction

method (Krischler et al., 2019). However, negative emotions encourage separations and reduce

the likelihood that everyone possibility that every one will have equitable access to education.

To sum up and makes things better, educators must provide training, tools, and other

helpful guidance to create a succesful learning environments ( Hernandez - Saca et al., 2023).

When students with disabilities are treated unfairly, ignored, or unnoticed, they may feel

sad,embarrassed or lose confidence. This can stop them from speaking up in class, asking

questions, or joining group activities, which are all important for learning.

Another barrier is the lack of learning materials that match their needs. Maddox (2015)

reported that teachers face challenges in finding for material resources for their lessons. Sample

learning materials are a necessity for both teachers and students in effective employment of DI.

For example, students who are blind or have poor evesight may not be able to read regular

textbooks or see picture... This problem and difficulty experienced by these students calls for

more teachers in special needs education, who are skilled and proficient in the implementation of

their job duties (Agesa, 2015). If there are no braille books, large print books, audio materials or

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

proper visual aids, these students will find it diffically difficult to comprehend and understand

the lesson. In addition to that, students with physical dissabilities may not be able to join in P.E.

subject or group task subjects that requires physical movement. To support this, a report by

Paralympics GB (2024) revealed that only 25% of disabled children in the UK regularly

participate in PE, compared to 41% of their non-disabled peers. This proved that students with

dissabilities sometimes left behind in some physical tasks. This underscores the need for more

inclusive practices within PE programs to ether enhance self-esteem and promote equal

opportunities (Merto, 2023).

Students with disabilities continue to face significant learning barriers that limit their

academic success and emotional well-being. Despite the promise of education as a tool for

equality, many schools still fall short in providing the support these learners need. Negative

attitudes from teachers, lack of inclusive training, and unwelcoming classroom environments can

leave students feeling isolated, unmotivated, and unseen. When students are treated unfairly or

excluded from class participation, it deeply affects their confidence and willingness to engage

key elements for meaningful learning.

In addition, the lack of proper learning materials and adapted resources creates even more

challenges. Without tools like braille books, large-print texts, audio aids, or physical

accommodations, students with disabilities are left behind. This becomes especially visible in

subjects like physical education or group activities, where accessibility is often overlooked. To

truly level the playing field, schools must embrace inclusive practices, invest in special education

resources, and foster a culture where every learner regardless of ability, feels valued, supported,

and empowered to succeed.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

TEACHING STRATEGIES

Inclusive education has emerged globally as an essential approach for providing equal

learning opportunities to all students, especially those with disabilities. While policies promoting

inclusion lay an important foundation, their real impact is determined by how teachers apply

these principles in their classrooms. This is particularly important in junior high schools, where

students begin to face greater academic demands and more complex social environments.

Research highlights a number of practical, evidence-based strategies that help strengthen the

inclusion of students with disabilities in everyday school life.

Building a Welcoming School Environment/

One of the most fundamental strategies for fostering inclusion is the establishment of a

welcoming school culture that actively embraces acceptance, empathy, and respect for all

students, including those with disabilities. Without such an environment, inclusive efforts often

fall short, as students are unlikely to thrive in spaces where they do not feel valued. Boakye and

Tekpertey (2025) highlight the strong connection between a welcoming school atmosphere and

the increased enrollment of students with disabilities. Effective strategies for building a

welcoming environment include implementing anti-discrimination training, promoting the use of

inclusive language, and ensuring that school leadership visibly and actively supports diversity.

When teachers and staff are sentized to the unique needs and experiences of students with

disabilities, schools can become places where all learners have the opportunity to grow both

academically and socially.

Organizing Learning for Diversity/

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Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

Inclusion extends beyond the physical presence of students with disabilities in

mainstream classrooms; it requires thoughtful teaching practices that genuinely address the

diverse ways students learn. When instruction is rigid or overly standardized, many students—

particularly those with disabilities—can be left behind. When instruction is rigid and

standardized, many students—especially those with disabilities—are marginalized. Creating

flexible, student-centered learning environments is therefore essential for meaningful inclusion.

In their study, Boakye and Tekpertey (2025) reported that 71.2% of teachers used inclusive

teaching methods such as differentiated instruction, child-centered learning, and cooperative

activities. These practices are closely aligned with the principles of Universal Design for

Learning (UDL), which emphasizes offering multiple ways for students to engage with material

and demonstrate their understanding, making education more accessible to every learner.

Enhancing Physical Accessibility in School Infrastructure/

While curriculum and instruction often receive the most attention in conversations about

inclusion, physical accessibility is just as vital—and often overlooked. No matter how well

teaching strategies are designed, students cannot fully participate if the school environment itself

creates barriers. Schools that lack accessible facilities unintentionally exclude students with

physical or sensory disabilities, even if they have inclusive policies in place. Boakye and

Tekpertey (2025) observed that schools in the Kadjebi District that made infrastructure

improvements—such as adding ramps, installing accessible toilets, and optimizing classroom

lighting and layouts—saw greater participation from students with physical disabilities. Still,

they emphasize that removing physical barriers is only part of the solution; genuine inclusion

also depends on inclusive teaching practices and positive attitudes among staff.

Email address: enverga_catanauan@mseuf.edu.ph Manuel S. Enverga University Foundation-Catanauan Inc.

Telephone No. (042) 788-0526 Brgy.9, Don Abella Drive, Catanauan, Quezon
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION-CATANAUAN INC.
Catanauan, Quezon
(Formerly Luzonian Standard High School)

Promoting Teacher Awareness and Training/

Teacher readiness plays a key role in the success of inclusive education. No matter how

well-intentioned they are, teachers often find it challenging to meet the diverse needs of their

students without the right training and support. Building an inclusive education system means

putting real effort into professional development for teachers. Boakye and Tekpertey (2025)

highlight just how important specialized training is, particularly in areas like Special Education

(SpED), Guidance and Counselling, and gender-sensitive teaching methods. When teachers have

the proper knowledge, skills, and resources, they are much better prepared to turn inclusive

policies into real, effective practices inside their classrooms.

Cultivating Positive Teacher Attitudes and Beliefs/

Teachers' views on students with disabilities significantly influence the decisions they

take in their classrooms. When teachers emphasize students’ strengths instead of their

weaknesses, they are far more likely to create environments where every learner feels valued and

included. Even the most well-crafted inclusive strategies may fail if they lack true positive

beliefs supporting them. As per Boakye and Tekpertey (2025), educators that take asset-based

viewpoints are more inclined to accept inclusive teaching methods. Cultivating these positive

attitudes frequently arises from reflective practice, mentoring connections, and practical

experience with varied student groups. A school culture that truly supports inclusion is essential

in fostering these beliefs and assisting teachers in upholding high expectations for every student.

IMPACT OF EFFECTIVE STRATEGIES

Building a Welcoming School Environment

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According to the United Nations International Children's Emergency Fund (UNICEF),

2017, and Reid et al. (2018), education is the primary need of every individual because all

persons with disabilities have the right to education, even if they have disabilities, to enable them

to participate in all aspects of life.

Students with disabilities deserve our respect because they have feelings too and have the right to

education. Therefore, they need a conducive environment to study effectively. They need

inclusive education, which can greatly contribute to shaping and upholding their human rights.

Inclusive education helps them in building their rights and contributes to a fairer and more

inclusive society (Committee on the Rights of Persons with Disabilities, 2016; United Nations

International Children's Emergency Fund [UNICEF], 2017). On the other hand, IE is essential

for them to attain quality education for students, whether with special needs or not, as it ensures

access to education without discrimination and with proper support (United Nations International

Children's Emergency Fund [UNICEF], 2017).

Moreover, IE fosters a sense of belonging and promotes a culture of respect through a

positive educational environment, providing an opportunity for each student to participate and

achieve their full academic, social, emotional, and physical potential (Canadian Research Centre

on Inclusive Education, n.d.; New Brunswick Association for Community Living, n.d.; United

Nations Division for Social Policy and Development and Department of Economic and Social

Affairs, 2016, p.4).

According to Mitchell (2010) and Parekh and Brown (2019), children with disabilities

and special needs in inclusive educational settings are less likely to experience limited academic

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opportunities and disadvantages in future academic opportunities, compared to children in other

or self-contained special education classrooms.

Over the past 10 years, there have been literature reviews focusing on the experiences of

children without disabilities or special needs in inclusive settings (de Boer et al., 2012; Yu et al.,

2012; Szumski et al., 2017; Dell'Anna et al., 2019).

On the other hand, a recent systematic review revealed that children without disabilities

often have positive attitudes toward their peers with disabilities and special needs; they

demonstrate social acceptance, empathy, and concern for these peers. However, the existence of

a separate special education unit within schools may have a negative impact on their attitudes

(Dell'Anna et al., 2019).

The United Nations Sustainable Development Goals (United Nations, 2015) and the

Convention on the Rights of Persons with Disabilities (United Nations, 2006) promote equal

access to education for people with disabilities and recognize their right to education.

Therefore, proper planning, construction, and maintenance of the physical environment,

including public buildings, is essential to ensure they are accessible and meet the needs of all

users equally (Kportufe, 2015).

Persons with disabilities should be treated equally in the field of education because they

possess their own talents and abilities. A supportive environment can help motivate them to

study. Inclusive education is a means to support them, as its goal is to assist students with special

needs. Full inclusion is a policy wherein any student with disabilities should receive proper

education in a regular classroom within their community school (LDDA, 2017). It emphasizes

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that students with special needs should be placed in a regular class with the necessary support

and special services from the school when appropriate. This is considered an ideal model for

creating genuine and effective inclusion (Warren, Martinez & Sortino, 2016). However,

according to Kauffman and Badar (2017, p. 55), "The idea that all students, with or without

disabilities, should be taught together in the same class and school is something that should be

valued." According to Hatlen (2017), the term "responsible inclusion" emphasizes the

importance of placing a student in an appropriate educational environment that truly delivers the

necessary curriculum and support.

Promoting Teacher Awareness and Training

Teachers play a critical role in adapting methods to address the diverse needs of students.

Studies show that teachers' confidence in their abilities (teacher self-efficacy) is associated with

their capacity to effectively develop inclusive strategies (Vantieghem et al., 2023). Professional

development that enhances teachers' knowledge of differentiated instruction programs, cultural

responsiveness, and assistive technologies significantly increases their preparedness (Palei,

2024). Moreover, teachers' positive perspectives on inclusive education and their belief in their

responsibility to embrace diversity among students are crucial (Santarosa et al., 2021).

Researchers have found that collaboration among teachers, parents, and support staff is vital for

readiness (Monteiro & Ikegami, 2023). However, teacher preparation remains insufficient in

some areas due to resource constraints (Erni & Dewi, 2024). Teachers' ability to manage diverse

classrooms, especially those with disabilities, depends on skills such as collaboration, problem-

solving, and fostering student engagement (Jardinez & Natividad, 2024). Ultimately, support

from administrators and policymakers is essential to empower teachers to face the challenges of

inclusivity (Poly & Harishma, 2023).

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The effectiveness of inclusive education relies on teachers' preparedness and the

challenges they face in promoting inclusivity. Research shows that teacher self-efficacy plays an

important role in addressing the diverse needs of students in inclusive classrooms (Vantieghem

et al., 2023). Specific aspects such as self-help skills, social skills, and academic skills require

teachers to have advanced pedagogical strategies and the ability to adapt (Palei, 2024). Teachers

often struggle with these aspects, according to Mabanag et al. (2024). Developing social skills in

inclusive classrooms also requires comprehensive efforts, particularly in fostering peer

acceptance and teaching students to avoid bullying, an area where teachers often feel unprepared

(Tampubolon et al., 2023). Similarly, ensuring the development of academic skills necessitates

differentiated instruction and individualized learning plans, which many teachers find difficult to

design and implement effectively (Erni & Dewi, 2024). Teachers also encounter logistical

barriers such as resource shortages, large class sizes, and insufficient administrative support

(Jardinez & Natividad, 2024). While collaborative teaching models and ongoing professional

development have been suggested as solutions to these challenges, their implementation remains

uneven (Monteiro & Ikegami, 2023). Without adequate training in areas such as boosting self-

efficacy, addressing self-help challenges, and developing social and academic skills, teachers

often feel unprepared to meet the demands of inclusive classrooms (Poly & Harishma, 2023).

Collaborative approaches, including interviews with teachers, administrators, and

policymakers, shed light on the broader ecosystem of inclusive education (Hoque & Nasrin,

2023). For teachers, these approaches provide practical insights into improving their readiness

and effectiveness in inclusive classrooms. Students, on the other hand, benefit from enhanced

learning experiences and better social inclusion when teachers are more prepared to address their

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diverse needs. Policymakers can use these findings to design more effective professional

development programs and allocate resources to areas most in need.

According to van Steen and Wilson (2020), as schools become more inclusive, teachers

must adjust and modify their methods to meet the needs of all students. Teachers rely on

meaningful professional development to improve or acquire new skills and strategies. Martin et

al. (2019) demonstrated that professional development guides inclusive education teachers in

making instructional strategy changes, which can lead to student success. Providing teachers

with opportunities to engage in professional development related to inclusion strategies allows

them to learn effective strategies and assess their current teaching practices by collaborating with

fellow teachers on successful strategies (van Steen & Wilson, 2020).

Cultivating Positive Teacher Attitudes and Beliefs

Positive attitudes of teachers have a significant impact because they are the ones who

teach and demonstrate what students need to learn. They reflect the knowledge of students,

whether with disabilities or not. Teachers' perspectives are crucial in motivating their students to

study well. Teaching students with disabilities is challenging, especially if the teacher lacks the

necessary skills and broad understanding. Teachers should have adequate knowledge and skills

about the best teaching practices and instructional capabilities for LSENs (Learners with Special

Educational Needs), as well as a positive attitude to create an effective inclusive classroom (Byrd

& Alexander, 2020; Savage & Erten, 2015). In a study by Mngo and Mngo (2018), which

focused on the opinions of regular high school teachers involved in a pilot inclusive education

program in the Northwest Region of Cameroon, they found that most teachers preferred teaching

in SPED centers rather than inclusive classrooms. Their analysis revealed that teachers with

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more experience, higher education, and adequate training have a more positive perception of

inclusion compared to those who lack experience and are not well-versed in the aspects of

inclusive education.

Rodriquez et al. (2017) aimed to explore the perspectives of teachers in Ecuador

regarding LSENs and the implementation of inclusive education in their country. They also

examined the abilities and challenges teachers face when teaching LSENs in inclusive

classrooms. Most teachers believed that proper training for teachers and improving accessibility

require full support from the administration, as well as the availability of appropriate materials to

meet students' needs. They also mentioned architectural barriers and the lack of an inclusive

approach as major obstacles in improving the situation. As a result, they recommended providing

in-depth training on special educational needs for teachers who will focus on LSENs. Similarly,

Paguirigan (2020) found that many teachers who handle students with special needs are

unfamiliar with the concept of inclusion and lack the skills to manage inclusive classes. Teachers

noted challenges such as bullying, lack of infrastructure, and limited resources, and

recommended seminars and training for teachers before they are assigned to teach inclusive

classes.

In a qualitative case study conducted by Gachocho (2017) on 15 SPED teachers from

Thika East District in Kenya, which aimed to explore teachers' perspectives on inclusive

education, it was found that most teachers had a positive view of focusing on students in

mainstream classrooms. They agreed that LSENs are capable of interacting with others and

forming relationships, which gives them a sense of belonging to the school.

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Teachers' perspectives on inclusion are a key factor in the success of inclusive programs

(Parchomuik, 2019). An unfavorable attitude towards inclusion can create barriers and weaken

the implementation of inclusion programs (Cansiz & Cansiz, 2018). Teachers often exhibit

unfavorable attitudes when they feel overwhelmed or exhausted by their efforts to create a

successful and supportive environment for all students (Engin, 2020). A positive attitude and

proper preparation of teachers are essential to address the challenges of inclusive education and

to achieve success in its implementation. Teachers' awareness of the benefits of inclusive

education for Learners with Special Educational Needs (LSENs) can foster a positive outlook

toward this program. One of the crucial factors for the successful implementation of inclusive

education is the teachers’ skills and readiness in teaching and interacting with LSENs

(Efthymiou & Kington, 2017; Pit-ten Cate et al., 2018).

Moreover, it is essential to ensure that school support is not only focused on the students

but also extends to parents, caregivers, and especially regular teachers and special education

(SPED) teachers, as they are the primary pillars of inclusion (McManis, 2017).

However, many teachers express doubts about their ability to handle LSENs, particularly

in the context of inclusive classrooms. Despite this, it has been found that teachers with more

experience in such environments develop a more positive perspective regarding their capabilities

and the benefits of inclusive education (Woodcock et al., 2022).

III. CONCLUSIONS

Conclusion Based on the gathered data, the following conclusions were drawn:

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1. Inclusive education is essential to ensuring that students with disabilities in junior high

schools have equitable access to high-quality learning opportunities, meaningful

participation, and the ability to achieve academic success alongside their peers.

2. Despite ongoing efforts, several obstacles continue to impede the full realization of

inclusive education. Among these are the scarcity of instructional resources, a lack of

adequate teacher training, inaccessible school environments, and enduring negative

societal perceptions.

3. The effectiveness of inclusive education greatly depends on the skills and dispositions of

educators. It is essential that teachers undergo targeted training, continually update their

professional knowledge, and cultivate inclusive attitudes to respond adeptly to the varied

needs of learners with disabilities.

4. Achieving genuine inclusivity within educational settings also demands sweeping

systemic changes, reinforced by strong legal measures such as Republic Act No. 11650

(Inclusive Education Act of 2022). These mandates emphasize the necessity of adequate

infrastructure, accessible instructional resources, and comprehensive support services.

5. The adoption of inclusive strategies — such as Universal Design for Learning (UDL),

differentiated teaching approaches, and the nurturing of a positive, welcoming school

atmosphere — is fundamental in boosting academic performance, encouraging social

belonging, and supporting the emotional health of students with disabilities.

IV. RECOMMENDATIONS

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This study concludes with the following recommendations to enhance the implementation

of inclusive education:

1. Enhance teachers training and development, implement inclusive teachering approach

such as Universal Design for Learning (UDL) and Response to Intervention (RTI).

2. Improve accessibility and infrastructure to ensure that learners can participate without

any barriers that can hinder their academic success.

3. Ensure that include education policies are implemented produce realiable plans and

monitor regularly.

4. Strengthen community engagement and awareness. Provide educational campaigns that

can reduce stigma and create more inclusive culture especially in rural areas.

5. Produce programs that build awareness among students, teachers, and parents about the

inclusive education. Activities such as inclusive events, peer education, and classroom

discussions can promote positive attitudes about learners with special needs.

6. Provide supports such as transportation services, counseling, and individualized learning

plans to ensure that learners succeed both academically and emotionally.

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An Undergraduate Hard Copy for our Research Library

Presented t

Mr. Allan A. Talain

In Partial Fulfillment

Of the requirements for the

“Academic Writing”

2nd Semester A.Y. 2024-2025

________________________

Submitted by:

Correa, Ma. Angelica

Camposano, Benjie D.

Labaguez, Jade

Estorninos, Twinkle

Year Level and Course:

1st Year College

Bachelor of Secondary Education Major in English

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