Implementation of Intervention Programs in Inclusive Education and its Impact on Learning Outcomes: Basis for the Development of Inclusive Education Enhancement Model
DOI:
https://doi.org/10.5281/zenodo.21784437Keywords:
inclusive education, intervention programs, learning outcomes, assistive technology, stakeholder collaboration, School Learning Action CellAbstract
This study assessed the implementation of intervention programs in inclusive education and their impact on the learning outcomes of learners with special educational needs in four Special Education Centers in District IV of the Schools Division of Manila. A quantitative descriptive-correlational design was used, involving 339 purposively selected respondents from a population of 640: four school administrators, 50 Special Needs Education (SNED) teachers, 224 general education or receiving teachers, and 61 parents. Data were gathered through an expert-validated researcher-developed questionnaire using a five-point Likert scale and analyzed through frequency, percentage, weighted mean, ranking, one-way analysis of variance, post hoc comparisons, and Pearson product-moment correlation. The intervention programs were highly implemented overall (WM = 4.34), led by assistive technology (WM = 4.48), academic intervention (WM = 4.41), and behavioral intervention (WM = 4.38), while parent and family intervention obtained the lowest rating (WM = 4.22). Significant differences among respondent groups were found in six intervention areas, with school administrators generally providing higher assessments. The programs had a highly evident impact on learning outcomes (WM = 4.41), particularly social skills (WM = 4.48), followed by academic achievement (WM = 4.41) and emotional well-being (WM = 4.35). Most intervention components were significantly and positively related to learner outcomes, although assistive technology and occupational therapy were not consistently significant across outcomes. Limited training, resources, financing, large classes, and weak parental involvement were highly encountered challenges (WM = 4.27). Based on the findings, an Enhanced Inclusive Education Intervention Plan through the School Learning Action Cell was developed and rated highly acceptable (WM = 4.27). The study underscores the need for coordinated capacity-building, equitable resources, family engagement, and shared monitoring to sustain holistic inclusive education.
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