02922    a2200157   450000500170000008200260001710000240004324501290006726400550019630000470025150400410029852023420033952600110268165000480269265000240274020260709093042.0  aTH 378.242 S5629 20251 aSialsa, Rosa Mae e.  aAwareness and implementation of inclusive education: inputs for enrichment of school improvement plan / cRosa Mae E. Sialsa 1aSibalom, Antique : bUniversity of Antique, c2025  axiv, 123 pages : billustrations ; c28 cm  aIncludes bibliographical references.  aAbstract

Children who learn together learn to live together. This descriptive- correlational survey research determined the level of awareness and implementation of inclusive education in public elementary schools in a school district in the Schools Division of Antique. Data for this study were collected using the researcher-developed instruments, which were subjected to validity and reliability testing. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (Mann-Whitney U-test, Kruskal-Wallis H-test, Bonferron: Adjustment, and Spearman's rho) were used for data analysis, with a significance level set at 0.05.

The study revealed that the respondents have ""very high' awareness of inclusive education as an entire group and when classified according to designation, enrolment, school location and training attended. The respondents assess the implementation of inclusive education in public elementary schools as ""very good"" when taken as an entire group and when classified according to designation, enrolment, school location and training attended. Sionificant differences were found in respondents' awareness of inclusive education as to designation enrolment, school location and training attended. Significant differences were found in the implementation of inclusive education as to designation and trainings attended, but none exist as to enrolment and school location.

A highly significant relationship between awareness and implementation of inclusive education in public elementary schools was found. The study concluded that school heads and focal persons in public elementary schools have a strong understanding of the principles and practices of inclusive education, including the importance of accommodating diverse learning needs within the mainstream classroom. DepEd key officials should prioritize the roll-out of initiatives that focus on teacher training, resource allocation, and creating supportive environments. This includes providing adequate training on inclusive practices, ensuring proper funding and resources are allocated to support students with disabilities, and establishing clear guidelines and monitoring systems to ensure effective implementation.

Keywords: Awareness, implementation, inclusive education, inputs School improvement plan  aTHbGS  aHigher EducationvTheses and dissertations   aInclusive education