Master Thesis

This study aimed to explore teachers' competency level in the implementation of inclusive education in Alfonso district S.Y. 2022-2023. The researcher used a mixed-methods research design to measure the level of competency of teachers in the inclusive education implementation. The researcher used modified-adopted survey questionnaires and a self-made interview guide to gather the needed data. Frequency and percentage were used to analyze the respondents' demographic profiles. One-way ANOVA was used to determine the significant difference in teachers' competency level in the implementation of inclusive education. This study used an independent sample T-test to compare teachers' competency in the implementation of inclusive education at Alfonso district S.Y. 2022-2023. The findings showed that most of the respondents were from the age group of 38-44, more female than male, and have been in the service for 6-11 years. The study revealed that there is no significant difference in the demographic profile of the respondents, which means that the teachers can manage the students with special needs and produce a conducive environment. Challenges experienced in designing lessons, DepEd no budget for SPED, motivating LWDS, and SPEDTacular: extreme challenges of SPED in modifications of instructions emerged. This study found that teachers can be competent when implementing inclusive education, regardless of their profile. Gender discrimination in the education system in the Philippines is no longer visible, and equal opportunities are given to both male and female teachers. To strengthen the support off inclusive education programs, schools and local governments should implement training involving the student, teachers, and administrators in school. The researcher proposed and adopted training to lessen the challenges and give more awareness to all teachers on how to properly handle the different natures of the students with special needs.