ABSTRACT
Inclusive education aims to provide equitable learning opportunities for all students, fostering diversity and accessibility in mainstream classrooms. This study assessed the implementation status of inclusive education among kindergarten schools in Legazpi District 6, identifying factors impacting its effectiveness and challenges encountered by educators. Using a qualitative approach, data were collected from 12 kindergarten teachers through structured interviews, focusing on their experiences and perspectives. Findings reveal progress in fostering social skills, self-esteem, and positive interactions among students. However, teachers consistently reported insufficient training, inadequate resources, and structural limitations, such as inflexible curricula and large class sizes, as significant barriers. Additionally, community and parental engagement issues hindered broader support for inclusive practices. The study concludes that, while inclusive education is conceptually implemented, there is a need for institutional support in teacher training, infrastructure, and collaborative efforts with parents and the community. Addressing these gaps could bridge the divide between policy and practice, enabling a more inclusive and supportive educational environment for all students.
Keywords: Inclusive Education, Kindergarten Schools, Implementation, Challenges, Impact
INTRODUCTION
Inclusive education is an educational approach that focuses on providing equitable opportunities for all students, including those with disabilities and diverse learning needs. Originating in the early 20th century, it was influenced by educational theorists like Maria Montessori and John Dewey, who emphasized individualized learning and experiential education. Inclusive education aims to integrate students with special needs into mainstream classrooms, fostering a supportive environment that values diversity and equity (Hernández-Torrano, Somerton, & Helmer, 2020). The international community widely recognizes inclusive education, with global campaigns promoting its principles, encouraging countries to develop policies that ensure all students have access to quality education regardless of their backgrounds or abilities (Ainscow & Slee, 2019).
Research demonstrates that inclusive education benefits all students by enhancing social skills, fostering empathy, and improving academic outcomes (Burner, Nodeland, & Aamaas, 2018). For successful implementation, however, adequate support systems, teacher training, and community engagement are essential. Despite its advantages, inclusive education faces challenges, including resource limitations and the need for ongoing professional development (Hosshan et al., 2019). A collaborative approach involving teachers, parents, policymakers, and communities is crucial to creating an inclusive educational environment that respects the diverse needs of all learners (Sturm, 2019).
Inclusive education not only benefits students academically but also prepares them for life in a diverse society by fostering positive social interactions and mutual respect among peers. This approach encourages students to work collaboratively, building empathy and understanding that extends beyond the classroom (Gray, Wilcox, & Nordstokke, 2019). Additionally, inclusive education promotes social justice by ensuring that students with disabilities are not segregated or excluded, aligning with principles of equity and the right to education as stated in the Universal Declaration of Human Rights. Successful inclusive education, however, requires continued commitment from educational institutions and policymakers to provide resources, training, and an adaptable curriculum that supports diverse learning needs (Shaeffer, 2019). With sustained efforts and collaborative involvement from educators, parents, and communities, inclusive education has the potential to create a welcoming environment that enables every student to thrive both academically and socially.
FRAMEWORK
The study used Behaviorism and Constructivism as two frameworks to better explain and facilitate inclusive practices in kindergarten classrooms and how they could support the individual learning needs of the students. As Watson and Skinner defined Behaviorism, behavior was changed through reinforcement or consequence of environment—a method well-suited to the inclusive setting, where clear and consistent expectations could set the stage to support those with varying needs (Clark, 2018). Through reinforcement, teachers were able to promote positive behaviors in the classroom, helping students feel at ease and confident within a learning community. A behaviorist approach was crucial in establishing routines and structures that assisted students in understanding and meeting behavioral expectations, which, in turn, fostered a safe, supportive, and conducive learning environment.
The combination of these two theories had a strong basis in relation to this study and was important in designing strategies that supported broad inclusion in a kindergarten setting by considering both behavioral and cognitive aspects. Using behaviorist strategies, teachers in inclusive classrooms could provide consistency in daily activities and positive reinforcement for desired behaviors—both critical for children in early social skill development and acclimating to structured group settings. On the other hand, the constructivist perspective opened possibilities for designing rich, engaging learning experiences that respected each student as a whole person with a unique perspective and learning style. By applying both theories, the classroom became not only a place where students cultivated their skills but also a space where they felt valued as individuals. This contributed to a well-rounded, theoretically sound approach to inclusive education: teachers, by combining structure with active, inquiry-based learning, contributed to the growth of both social and academic skills for everyone. This integrated framework supported children’s shared learning experiences in an inclusive environment, promoting social and educational development benefits.
Both Piaget and Bruner were foundational in Constructivism, with its core principle being that learning is an active, dynamic process by which students build knowledge through interactions with the world around them (Ormrod, 2019). Constructivist principles encouraged teachers to use hands-on and collaborative learning activities that engaged diverse learning styles and backgrounds, creating an inclusive environment within the classroom (Parker, 2010). When teachers facilitated group work, problem-solving activities, and real-world applications, they encouraged students to explore content and think critically, building upon prior knowledge for deeper content understanding and engagement. Constructivist methods allowed students not only to engage in active, individual cognitive development but also to learn from one another’s experiences and perspectives within a community of learning.
The combination of behaviorist reinforcement and constructivist engagement provided a balanced approach that addressed both the social and cognitive dimensions of inclusive education. Behaviorism served as the scaffolding and guidelines, keeping all students safe and focused, while Constructivism promoted exploration, imagination, and collaboration. This blended strategy allowed teachers to create an inclusive classroom that embraced every type of learner, supporting and challenging each individual, and fostering an environment of respect, belonging, and learning.
OBJECTIVES OF THE STUDY
The study aimed to assess the implementation status of inclusive education among kindergarten schools in Legazpi District 6. Specifically, it sought to determine the current state of inclusive education practices, identify factors that impact implementation, and examine the challenges faced by educators in applying inclusive principles within their classrooms. Additionally, the study aimed to provide recommendations to address identified challenges, including the development of a brochure to support kindergarten teachers in navigating and overcoming obstacles related to inclusive education.
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