000			02983 a2200181 4500
005			20260709093042.0
082			_aTH 378.242 S5629 2025
100	1		_aSialsa, Rosa Mae e.
245			_aAwareness and implementation of inclusive education: inputs for enrichment of school improvement plan / _cRosa Mae E. Sialsa
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2025
300			_axiv, 123 pages : _billustrations ; _c28 cm
504			_aIncludes bibliographical references.
520			_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
526			_aTH _bGS
650			_aHigher Education _vTheses and dissertations
650			_aInclusive education
942			_2ddc _cTH
999			_c41644 _d41644