Inclusive Education New 2

Republic of the Philippines
Department of Education
REGION I - ILOCOS REGION
SCHOOLS DIVISION OF PANGASINAN II
SISON CENTRAL INTEGRATED SCHOOL
POBLACION NORTE, SISON, PANGASINAN
_____________________________________________________________________________________________
_______________
READINESS OF ELEMENTARY SCHOOL TEACHERS IN TEACHING INCLUSIVE

EDUCATION DURING PANDEMIC IN THE DIVISION OF PANGASINAN II
A BASIC RESEARCH PROPOSAL
Proponent:
GINA B. SEVIDAL
Principal III
TABLE OF CONTENTS
Initial Endorsement …………………………………………………………………...,, i
Permission to Conduct a Basic Research ……..……………………….. ……….. ii
Permission to Conduct a Basic Research ..………………………………………. iii

(Division Checking Committee)
Permission to Conduct a Basic Research ………………………………………... iv

(District Checking Committee)
Annex 1 Research Proposal Application …………………………………………… .v
Annex 2 Endorsement of Immediate Supervisor ………………………………….. .vi
Annex 3 Declaration of Absence of Conflict of Interest ……………………………. vii
Annex 4 Declaration of Anti-Plagiarism ……………………………………………... viii
Chapter I Introduction and Rationale………………………………………………... 1

.
Chapter II Literature Review………………………………….……………………. . 3
Chapter III Research Questions…….. ……………………………………………... 8
Chapter IV Scope and Limitation…………………………………………………… 8
Chapter V. Research Methodology…………………………………………………. 9
A. Sampling ……………………………………………………………………… 9
B. Data Collection. ………………………………………………………… ….. 9
C. Ethical Issues………………………………………………………………… 11
D. Plan for Data Analysis ………………………………………………………… 11
Chapter VI Timetable………………………………… …………………………. ... 12
Chapter VII Cost Estimates……………………………………………………….. 13
Chapter VIII Plans for Dissemination ……………………………………………. 13
Chapter IX References ………………………………………………………. ….. 14

_____________________________________________________________________________________________
_______________
1ST ENDORSEMENT
March 28, 2022
Respectfully forwarded to the Schools Division Superintendent, Pangasinan Division II,

Binalonan, Pangasinan the proposal copies of the “READINESS OF ELEMENTARY SCHOOL
TEACHERS IN TEACHING INCLUSIVE EDUCATION DURING PANDEMIC IN THE DIVISION
OF PANGASINAN II” requesting your favorable action and approval.
ELIZA O. ROSINO, PhD

Public Schools District Supervisor
_____________________________________________________________________________________________
_______________
March 28, 2022
DANILO C. SISON, EdD, CESO V

Schools Division Superintendent
Division of Pangasinan II
Binalonan, Pangasinan
Sir:
I have the honor to request permission from your Office to conduct A Basic
research proposal entitled “READINESS OF ELEMENTARY SCHOOL TEACHERS IN
TEACHING INCLUSIVE EDUCATION DURING PANDEMIC IN THE DIVISION OF
PANGASINAN II”.
Your kind approval is highly appreciated.
Respectfully yours,
GINA B. SEVIDAL, PhD.

Principal III
Noted:

_____________________________________________________________________________________________
_______________
PERMIT TO CONDUCT A BASIC RESEARCH
This basic research proposal entitled “READINESS OF ELEMENTARY SCHOOL

OF PANGASINAN II” was prepared and submitted by GINA B. SEVIDAL, Principal III of Sison
Central Integrated School, Sison, Pangasinan.
It has been screened by the District Evaluation Committee and it is forwarded to the
School Division Superintendent for Approval.
DISTRICT EVALUATION COMMITTEE
WINNIE B. PANEDA, PhD

Chairman
GINA B. SEVIDAL, PhD

Member
FLORENCE B. CABUAG, PhD

Member
Noted by:
ELIZA O. ROSINO, PhD.

_____________________________________________________________________________________________
_______________
PERMIT TO CONDUCT A BASIC RESEARCH
This basic research proposal entitled “READINESS OF ELEMENTARY SCHOOL

OF PANGASINAN II” was prepared and submitted by GINA B. SEVIDAL, Principal III of Sison
Central Integrated School, Sison, Pangasinan.
It has been screened by the Division Evaluation Committee and it is forwarded to the
Schools Division Superintendent for Approval.
DIVISION EVALUATION COMMITTEE
Checked and Evaluated:
MARIA CRISTINA B. DALIGCON

Senior Education Program Specialist
Planning and Research
Recommending Approval:
CORNELIO R. AQUINO, Ed. D.

Chief Education Supervisor
Curriculum Implementation Division
Approved:
WILFREDO E. SENDAYEN, EdD

Assistant Schools Division Superintendent
_____________________________________________________________________________________
________________
Annex 1: Research Proposal Application Form and Endorsement of Immediate Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE: READINESS OF ELEMENTARY SCHOOL TEACHERS IN

TEACHING INCLUSIVE EDUCATION DURING PANDEMIC IN THE DIVISION
OF PANGASINAN II
SHORT DESCRIPTION OF THE ACTION RESEARCH:
This study aims to determine the readiness of elementary school teachers in teaching
inclusive education during pandemics in the Division of Pangasinan II. Further, the
results of the study will be the bases for the development of a proposed program
RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

one) (check only one main research theme)
National Teaching Learning
Regional Child Protection
Division Human Resource Development
District Governance
School (check up to one cross-cutting theme, if

applicable)
DRRM
Gender and Development
Inclusive Education
Others _________
FUND SOURCE AMOUNT

PERSONAL 6,500.00
B. PROPONENT INFORMATION
LAST NAME: FIRST NAME: MIDDLE NAME:

SEVIDAL GINA BASILIO
BIRTHDATE SEX: POSITION/DESIGNATION
06/26/1963 FEMALE PRINCIPAL III
REGION/DIVISION/SCHOOL: REGION 1/PANGASINAN DIVISION II/ SISON CENTRAL

INTEGRATED SCHOOL
CONTACT NUMBER 1 CONTACT NUMBER 2 EMAIL ADDRESS:
09173113173 gina.sevidal@deped.gov.ph
EDUCATIONAL ATTAINMENT TITLE OF RELATED
Doctor of Philosophy Major in Educational Administration RESEARCH PROJECT
SIGNATURE
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached basic research proposal. I certify that the proponent has the
capacity to implement an action research study without compromising his official functions.

Date: 03- 28-2022
_____________________________________________________________________________________________
_______________
Annex 3: Absence of Conflict of Interest
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, GINA B. SEVIDAL, understand that conflict of interest refers to situations in which financial
or other personal considerations may compromise my judgment in evaluating, conducting or
reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise from my
application and submission of my action research proposal. I understand that my action research
proposal may be returned to me if found out that there is conflict of interest during the initial
screening.
3. Further, in case of any form of conflict of interest (possible or actual), which may inadvertently
emerge during the conduct of my action research, I will duly report it to the research committee
for immediate action.
4. I understand that I may be held accountable by the Department of Education for any conflict of
interest which I have intentionally concealed.
Proponent: GINA B. SEVIDAL, PhD

Signature: _____________________
Date: 03-28-2022
_____________________________________________________________________________________________
_______________
Annex 4: Declaration of Anti-Plagiarism
DECLARATION OF ANTI-PLAGIARISM
1. I, GINA B. SEVIDAL, understand that plagiarism in the act of taking and using another’s ideas
and works and passing them off as one’s own. This includes explicitly copying the whole work of
another person and/or using some parts of their work without proper acknowledgement and
referencing.
2. I hereby attest to the originality of this action research proposal and has cited properly all the
references used. I further commit that all deliverables and the final action research from this
proposal shall be original content. I shall use appropriate citations in referencing other works
from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt accordingly by the Department of Education.
Proponent: GINA B. SEVIDAL, PhD

Signature: _____________________
Date: 03-28-2022
I. Introduction and Rationale
Inclusive Education is a learning environment where children with and without
disabilities are taught together, as equal. It also means all children in the classrooms, in the
same school. It means real learning opportunities for groups who have traditionally been
excluded. Inclusive education is also a system that value the unique contributions of students of
all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the
benefit of all (unicef.org). It embraces the philosophy of accepting all children regardless of race,
size, shape, colour, ability or disability with support from school staff, students, parents and the
community (D.O. No. 72, s. 2009).
Inclusive education was adopted in 1990 with support from UNESCO, UNICEF, and the
UN Development Program. The “World Declaration on Education for All” served as one of the
first milestones to support inclusive education throughout the world. A total of 155 countries
adopted the Declaration, which tasks countries to commit universal primary education and
stresses the need to provide access to education for all children with disabilities (UNESCO,
1990; Hayes and Bulat 2017).
Inclusion is the core principle of Basic Education Program (Dig Dino 2017). All children,
including those with disabilities, have a right to education. This right is included in Philippine
Law in the Magna Carta for Persons with Disabilities (1992), and in international law in the UN
Convention on the Rights of Persons with Disabilities, ratified in the Philippines in 2008. Article
14, section 1 of the Philippine 1987 Constitution also states that the Department of Education is
mandated to protect and promote the rights of all citizens to quality education at all levels, and
shall take appropriate steps to make such education accessible to all. This is because like all
children, children with disabilities have ambitions and dreams for their futures. They too, need
quality education to develop their skills and realized their full potential. 2
Special Education (SPED) program has become imperative for responding to the
growing number of students with special needs1 who lack access to quality inclusive education
(EFA, 2010). The commitment of the Philippines to the United Nations Convention on the Rights
of Persons with Disabilities (UNCRPD, 2008) pushed the government through the Department
of Education (DepEd) to shift the current educational system of special education (SPED) into
an inclusive education system where its main objective is to mainstream students with special
needs in the regular classroom to learn side by side with normal students. (Dela Fuente, 2021).
In the Division of Pangasinan II, inclusive education is significant as shown by the
growing number of schools with special education program. Based from the summary of
Program Support Fund Allocation to the Schools Division Offices, Pangasinan Division II has 27
elementary school recipients of this fund. As reported in the Learners Information System (LIS)
for school year 2019-2020, each recipient school has more than 20 learners with disabilities
making it a total of 4,171 elementary pupils with special educational needs in Pangasinan
Division II not to mention those learners enrolled in the non-recipient schools. These identified
learners are mainstreamed in the regular class where they are being catered alongside with the
regular learners.
At present, there are ten (10) SPED centers in Pangasinan Division II and nine (9)
schools with a special education program that caters to the need of learners with disabilities.
However, with the adoption of the inclusive education (IE) approach as the heart of the
country’s educational system, and as stipulated in RA 11560, all schools in the country shall
ensure equitable access to quality education for learners with disabilities. As such, teachers
are obliged to prepare different learning materials and equip themselves to address the needs
not only the needs of the regular learners but the needs of learners with learning disabilities as
well. 3
Moreover, the division has been conducting trainings on inclusive education. However,
attendees on the said trainings mostly come from the SPED centers and schools with special
education program. Invitations on international trainings on inclusive education from private
sectors are also available. However, not all teachers are capable of paying the high cost of the
registration. Hence, teachers depend on the coaching of their school heads and assistance of
teacher friends with experience in teaching inclusive education.
Inclusive education is the most effective way to give all children a fair chance to learn
and develop the skills they need to thrive. With this, a teacher is an important factor to attain
quality education in the inclusive setting. But the unprecedented outbreak of COVID–19
pandemic which resulted in the implementation of various form of community quarantine has
greatly affected the educational system at an instant. There was temporary closure of schools at
certain times in different locations, the usual face to face classroom setting for elementary and
high school students has been changed to distance teaching and learning.
As teachers, they need to use different learning modalities, teaching strategies and
techniques to deliver quality learning to their pupils. And since the Philippines is on the cloud
side of pandemic, teachers are beset with challenges to address the needs not only of the
regular pupils but most importantly to the needs of learners with special educational needs
included in the regular class. As teachers, they are expected to discharge their duties and
responsibilities with maximum efficiency.
Thus, it is along this premise that the researcher aims to determine the level of
readiness of regular teachers in teaching inclusive education during pandemic in Pangasinan
Division II in hope of proposing a teacher development program to address the salient findings
of the study.
II. Literature Review
The Southeast Asia countries have implemented inclusive education for two decades.
During this period, the governments regularly support the improvement of inclusive practice’s
quality. However, the implementation of inclusive education in Southeast Asia is still ineffective.
The practice shows slow development. The majority of studies considered the teachers as a
main barrier of this condition. (Permatasari, P., 2017)

4
According to Powell’s report (2014), three-quarters of students with special educational
needs in segregated special schools leave the school without a diploma and event its graduates
experience in terms of transferring labor market. In this context, Germany is far behind in
inclusive education when compared to other international systems.
Another study conducted by Kaur (2013) about fostering barrier-free access for children
with special needs in India highlighted the importance of barrier-free access, particularly in the
context of children with special needs because they have a variety of needs that needs to be
addressed. Access to the physical environment was the main focus as well as access to the
curriculum and the teaching-learning environment of children with special needs. The various
acts, laws and policies emphasized on the provision of barrier free environment were also
discussed. Other sources like books, journals, articles and websites had been cast-off to collect
the information. It was suggested the strategies for institutional planners to help them in
developing some mechanism for promoting accessibility and full participation of children with
special needs.
In the literature review conducted by Permatasari (2017), on the teachers’ attitude
towards inclusive education in Southeast Asia, she recommended that the government provide
continuing supports for the teachers, such as training. This action will encourage the teachers to
be more positive towards inclusive education and eventually improve the development of
inclusive education in the Southeast Asia.
Moreover, results of the study of Mokaleng, M., and Mowes, A. (2020) on the issues
affecting the implementation of Inclusive Education Practices in Selected Secondary Schools in
the Omaheke Region of Namibia indicated that the implementation of inclusive education was
hampered by various issues such as inappropriate policy development issues, teacher attitudes,
lack of teacher training, inadequate support and resources, as well as curriculum issues.
Andrews and Frankel (2010) in their qualitative study, ‘Inclusive education in Guyana: A
Call for change’ examined children with special needs from the perspectives of teachers,
policymakers, and parents. From the study, the four themes which surfaced as the potential
barriers surfaced in four themes emerged from the data as potential barriers to implementing
inclusive education in Guyana: attitudes and perceptions toward those with special needs,
change agents, resources, and experiences with children with special needs. This study
identified interrelating relationships between the core phenomenon (i.e., attitudes toward those
with special needs), and the other conditions (i.e., change agents, resources, and experiences
with children with special needs) necessary for successful inclusion stimulates strategies or
actions. These lead to consequences, which prevent sustainable and successful inclusive
education within Guyana.
In the study of Belapurkar (2012), he stated that knowledge and attitude about inclusive
education of school teachers is very important. The results of his study indicated overall positive
attitude of school teachers towards inclusive education and the knowledge level of school
teachers about inclusive education are significantly low and unclear. They were not clear about
policies and planning, how to identify different abilities in children, and what remedial treatment
could be given to different abilities of children. He recommended that the concept of inclusion
should be accepted and the development of reforms including laws, legislations, and policies at
all levels of the educational system should be implemented.
Moreover, the study of Korkmaz, I. (2011) revealed that primary school teachers
generally have a positive attitude about inclusive education and its philosophical and
psychological foundation. However, they express that they encounter some difficulties in
implementing inclusive classrooms. A crowded classroom is the main obstacle to obtaining
desired objectives in educational activities. The effectiveness of inclusive education depends on
not only the teachers’ quality but also the school administrators.
Further, Sunardi et.al. (2011) found out in their study on the implementation of inclusive
education for students with special needs in Indonesia that there are still many schools which
have made few or almost no modifications to accommodate inclusive programs. One possible
reason is that the school personnel do not possess adequate competence to do the required
modifications. Training is therefore needed for headmasters, teachers, and other school
personnel. Second, most schools reported that they have limited equipment, media, and
resources for special educational needs students. Additional equipment is required and they
need supports for this. Third, the low level of external supports received by inclusive schools
show the low awareness of the community. One of the possible reasons is that they have little
understanding about inclusive education.
In another study conducted by Das, Ajay K.; Kuyini, Ahmed B.; Desai, Ishwar P. (2013)
on the current skill levels of regular primary and secondary school teachers in Delhi, India in
order to teach students with disabilities in inclusive education settings, they reported that nearly
70% of the regular school teachers had neither received training in special education nor had
any experience teaching students with disabilities. Further, 87% of the teachers did not have
access to support services in their classrooms. Finally, although both primary and secondary
school teachers rated themselves as having limited or low competence for working with
students with disabilities, there was no statistically significant difference between their perceived
skill levels.
According to the studies of Gokdere and Woods (2015), teachers in Turkey have
problems to adapt themselves to the inclusive education and difficulties with alternative teaching
methods, alternative evaluation, measurement methods, and alternative classroom
management skills to cope with unwanted behaviours of the students with special educational
needs. According to the teachers, this problem of handling with unwanted behaviours results
from their own lack of knowledge and experience as well as from the social pressure of the
school administration, parents etc. Although to understand the reasons of such external
pressures are very important to improve a healthier inclusive education this project focuses first
to empower the teachers and then advocate teachers to empower themselves.

7
Moreover, in the study of Dalonos, (2013) teachers and administrators are perceived to
be integral to the implementation of inclusive education as they are viewed as linchpins in the
process of including students with disabilities into regular classes. This cannot be achieved if
awareness and attitudes towards inclusive education has not been practice and developed.
Ecoben, (2019) in his study on readiness of public school teachers in handling inclusive
education in the department of education have not fully embraced the inclusive education. He
further said that teachers were more aware of the need for updated special education training
that would equip them in handling pupils’ behavior and would provide them teaching strategies
in imparting lessons to the mainstream pupils.
Furthermore, Muega, (2019), conducted a study entitled “Inclusive Education in the
Philippines: Through the Eyes of Teachers, Administrators, and Parents of Children with Special
Needs”. Results revealed that evidences showed that the participants accept inclusive
education as a necessary pursuit. It must be offered to every deserving child regardless of
physical or mental condition. Participants agree that IE is against the sort of discrimination that
violated the right to education of any student who could show proof that he or she belongs to the
general education setting. He also observed that the participants are worried about the lack of
inclusive education knowledge and training among many teachers of inclusive schools. The lack
Of IE training among general education teachers is indicated by their admission that they are
wanting in competence to facilitate high level inclusion of CSN.
Lastly, in the study of Raguindin, (2020) entitled Integrating Concepts and Expressions
of Inclusion in the K-Curriculum: The Case of the Philippines, revealed that the country puts
considerable effort to make inclusion as a normative part of the school curriculum. Children
have agencies that allows them to co-construct a society that bars discrimination and
marginalization.
The literature discussed the problems and needs for the successful implementation of
inclusive education. These gave insights as to the factors that will be considered and how the
output of this study will be made.
III. Research Questions
This study will determine the level of readiness of elementary school teachers of
Pangasinan Division II in teaching inclusive education during the pandemic.
Specifically, this study will seek answers to the following questions:
1. What is the profile of the respondents in terms of:
a. sex;
b. age;
c. educational attainment
d. years in service; and
e. number of Inclusive Education trainings attended
2. What is the level of readiness of the respondents in teaching inclusive education during the
pandemic in terms of:
a. planning activities;
b. assessment;
c. physical work conditions;
d. facilitating teacher-student interaction; and
e. support?
3. Is there a significant relationship between the profile of the respondents and their level of
readiness in teaching inclusive education during pandemic?
4. What program may be proposed to address the salient findings of the study?
IV. Scope and Limitation 9
The respondents of the study will be regular elementary teachers of non-SPED
centers and schools without SPED programs from the 34 Districts of Pangasinan
Division II. The research instrument in the form of a questionnaire which will be
forwarded to the respondents in the google form. The study will use the descriptive
correlational research design to determine the level of readiness of the respondents in
teaching inclusive education (inclusion of learners with learning disabilities in the regular
class) during the pandemic, specifically for the school year 2021-2022, and to propose a
program that will address the salient findings of this study.
V. Research Methodology
a. Sampling
The Stratified Clustered Random Sampling will be used in this study. Regular
teachers from the 4th, 5th, and 6th congressional districts that comprise Pangasinan
Division II will be considered using the Slovin’s Formula to determine the sample size.
There will be two groups of respondents for this study, the regular teachers from the
non-SPED Centers, and schools without SPED program and the school heads. The
respondents as aforementioned are considered because teachers in the SPED centers
and schools with SPED programs are expected to be more expert in the field. The
second group of respondents which are the school heads are considered to observe
triangulation particularly to avoid bias.
b. Data Collection
In gathering pertinent data on the level of readiness of elementary teachers in
teaching inclusive education during the pandemic, this study will employ a descriptive
method. Manuel and Medel (2014) define descriptive research as involving the collection
of data in order to test the hypotheses or to answer questions concerning the current
status of the subject of the study. The principal aims in employing this method are to
describe the nature of a situation as it exists at the time of the study and to explore the
causes of particular phenomena through the use of a survey questionnaire. 10
The data-gathering instrument that will be used in this study has two parts. The
first part is the demographic profile of the respondents, which includes sex, age, number
of years in service, position, educational attainment, and number of training attended in
special education.
Meanwhile, the second part is the questionnaire itself. It is a four-point-Likert type
scale, which contains declarative statements regarding the level of readiness of teachers
in teaching inclusive education along with different categories namely: planning
activities, assessment, physical work conditions, facilitating teacher-student interaction,
and support.
The instrument to be used in this study will be validated by 5 school heads of
SPED Centers who are expected to be experts in the field and Cronbach’s Alpha will be
used to measure the reliability of the instrument. It will be tested to teachers teaching
inclusive education at the SPED centers and schools with SPED programs.
After determining the respondents of the study and having finalized and validated
the instrument, the researcher will start to solicit written permission from the Schools
Division Superintendent to conduct the survey and to gather data. Likewise, the
researcher will also inform the Public Schools District Supervisors and school heads of
all the concerned Districts and schools about the study as soon as permission will be
granted. The questionnaire will be sent in a Google Form to the aforementioned
respondents. Finally, the computer-generated data will be tabulated, treated, and
interpreted for the presentation and analysis of findings.

c. Ethical Issues
Some ethical issues will be considered in this study. Letters will be given to the
respondents for their permission. But for some respondents who do not want to give
their responses, they will be given respect and consideration. The researcher will assure
that all the gathered data will be treated with full confidentiality. 11
d. Plan for Data Analysis
This study will use descriptive correlational design as its research study. This will
be used to help describe the relationship of variables that occur in this study. The
research sample who will answer the survey questionnaire will represent the entire
population of Pangasinan II. To quantify the readiness of the elementary teachers in
teaching inclusive education during pandemic the research will used the survey tool, a
Likert-scale self-survey questionnaire that measure the level of readiness in terms of
planning activities, assessment, physical work conditions, facilitating teacher-student
interaction, and support.
Descriptive statistics will be used to describe the demographic profile of the
respondents. Frequency and percentage will be used to answer problem no. 1 which is
the profile of the respondents in terms of sex, age number of years in the service,
position, educational attainment, and the number of training attended in special
education.
Problem no. 2 is the level of readiness of the respondents in teaching inclusive
education during pandemics. The weighted mean will also be used in determining the
interpretation of the respondents’ level of readiness using the Likert rating scale.
To determine the relationship between the profile of the respondents and their
level of readiness in teaching inclusive education during pandemic on problem no.3, chi-
square correlation analysis will be used.
To answer problem no. 4 of this study, results of the problems no.1, no. 2 and
no.3 will serve as the bases in developing an instructional enhancement program.
12
VI. Time Table/Gantt Chart
Marc Apr Ma Jun Jul Au Se Oct No

Jan
Feb. h 202 y20 202 y20 g pt.2 .20 v.
Activities 202
2022 2022 2 22 2 22 202 022 22 202
2
2 2
Conceptualizing the basic
research
Submit the basic research
proposal to the District
Research Committee
Submit the basic research
proposal to the Division
Research Committee
Validation of questionnaire
Securing permission from the
SDS for the gathering of data
Finalization and typing of
questionnaire in google sheets
Sending questionnaire in
google form to the
respondents
Organization and coding of the
computer generated data
collected
Analysis of data
Preliminary interpretation of
data
Final interpretation of the data
Finalization of the discussion
and recommendations
13
Critiquing from the experts in

the field
Incorporating and adding of
suggestions from the experts
Reproduction/ printing of the
final research
Dissemination and advocacy
plans
Financial report
13
VII. Cost Estimates
The estimate costs of this basic research is around Php 6,500.00 to wit:
ITEM AMOUNT
1. Supplies and materials Php 1,500.00
2. Domestic travel expenses Php 1,000.00

3. Communication expenses Php 500.00
4. Reproduction, printing, and binding Php 1,500.00
costs
5. Food and other incurred expenses Php 1,000.00
during conduct of research
6. Other incidental expenses Php 1,000.00
TOTAL AMOUNT Php 6,500.00
VIII. Plans for Dissemination and Advocacy
The researcher will seek approval of the Schools Division Superintendent for the
dissemination of the findings of the study. The results will be presented through the different
seminars and Learning Action Cells (LAC) Sessions that will be conducted in the school, district
or division. One of the advocacies of this research is to upgrade and improve the pedagogies
regarding inclusive education teaching. Another is to encourage teachers and school heads to
conduct their own researches.

14
IX. REFERENCES
Andrews, L. and Frankel, J. (2010). Comparison of the instructional contexts of students with
severe disabilities and their peers in general education classes. Journal of the
Association for Persons with Severe Handicaps, 25, 54-58.
Belapurkar F. (2012). A preliminary investigation of IEP quality and content associated with
placement in general education versus special education. Journal of the Association
for Persons with Severe Handicaps, 17 (4), 247-250
Dalonos, S. (2013). Awareness and Attitudes of Administrators, SPED and Regular Teachers
Towards Inclusive Education. IAMURE International Journal of Multidisciplinary
Research, 6 (1),
Dela Fuente, J. A. (2021). Implementing Inclusive Education in the Philippines: College teacher
experiences with deaf students. Issues in Educational Research, 31(1) www.iier.org
Dig Dino, Lorna (2017). Inclusion Core Principle of the K to 12 Basic Education Program DepEd
Mandate \u201c.shall | Course Hero. https://www.unicef.org
Ecoben, M. (2019). Readiness of Public School Teacher in Handling Inclusive Education. IOER
International Multidisciplinary Research Journal I (2), 7.
Gokdere, M., Woods, P. (2015). A comparative study of the attitude, concern, and
interaction level of the elementary school teachers and teacher candidates about
inclusive education. Educational Sciences: Theory and Research, 12, 4, 2800 – 2806
Kaur, L. (2013). Evaluating the effects of placement of students with severe disabilities in
general education versus special education. Journal of the Association for Persons with
Severe Handicaps, 19 (3), 200-214.
Korkmaz, I. (2011). Elementary Teachers’ Perceptions About Implementation of Inclusive

Education .Online Submission, US-China Education Review v.8 n2 p177-183.
Mokaleng, M. and Mowes, A.(2020) Issues affecting the Implementation of Inclusive Education
Practices in Selected Secondary Schools in the Omaheke Region of Nanibia. Journal of
Curriculum Teaching Vol. 9 No. 2; 2020. https://doi.org
Muega, M.G. (2019). Inclusive Education in the Philippines: Through the Eyes of Teachers,
Administrators and Parents of Children with Special Needs
https://journals.upd.edu.ph/index.php
Permatasari, P. (2017) Teachers’ Attitude Toards Inclusive Education. SOCIOINT 2017- 4th
International Conference on Education, Social Sciences and Humanities. Dubai, UA.
http://www.ocerint.org
Powell, J.W. (2014): “Diverging Paths. How the UN Disability Convention Affects School
15
Reforms in Germany” In: WZB Report, Vol. 2014, S. 29-32
Raguindin, P. (2020). Integrating Concepts and Expressions of Inclusion in the K- Curriculum:
The Case of the Philippines. European Journal of Educational Research, 9 (1), 305-317
Sunardi, et.al (2011).The Implementation of Inclusive Education for Students with Special
Needs in Indonesia. Excellence in Higher Education, Volume 2, Number 1, pp. 1-10 |
http://ehe.pitt.ed
UNESCO. 2020 Global Education Meeting. https://unesdoc.unesco.org
16
APPENDIX A
Request Letter to Gather Data
(Date)
DANILO C. SISON, PhD., CESO V

Schools Division Superintendent
Pangasinan Division II
Binalonan, Pangasinan
Sir:
I am in the process of writing my basic research entitled, “Readiness of

Elementary School Teachers in Teaching Inclusive Education During Pandemic in
Pangasinan Division II”. This study aims to determine the level of readiness of
elementary teachers in teaching inclusive education during the pandemic in Pangasinan
Division II.
With this, May I respectfully request your permission that I may be allowed to
survey and gather data for the elementary teachers through google forms.
Your kind approval of this request will greatly be appreciated.
Respectfully yours,
GINA B. SEVIDAL
Researcher
17
APPENDIX B
Survey Questionnaire on the Readiness of Elementary School Teachers in Teaching
Inclusive Education during Pandemic in Pangasinan Division II
I. Demographic Profile
Name (Optional) ____________________________________________
Sex: _______
Age: _____ 25 below
_____ 26- 35
_____ 36 – 45
_____ 46 – 55
_____ 56 and above
Highest Educational Attainment
______ BS Degree (please specify your specialization if there’s any
_____________________________________________
______ earned units in graduate studies
______ Graduate Masteral degree
______ earned units in post graduate studies
______ Graduate in Doctoral degree
Years in Service: ____below 10

____ 11 - 20
____ 21 – 30
____ 31 above
No. of trainings in Inclusive Education (Please indicate the number of trainings in the
appropriate category)
_____ School Level ____Division level _____International
_____ District Level ____ National level
18
II. Directions: Fill out the following survey questionnaire by checking the box which best
describes your answer in each statement. This is for yourself not for anyone else, so answer as
honestly as you can. Your answers will be kept with utmost confidentiality.
4 - Ready
3 - Approaching Readiness
2 - Developing Readiness
1 - Not Ready
A. Planning Activities 4 3 2 1
What is your level of readiness in….
1. Adequacy of printed and non-printed instructional materials to

facilitate teaching-learning process effectively for students under
inclusive education
2. Creating activities that are beneficial and useful to meet the

demands and needs of every learner to learn well under inclusive
education
3. Ability in addressing the learning problems and behavioral

difficulties of learners in response to the activities presented
4. Crafting varied activities according to the students' learning

styles and student's preferences
5. Integrating additional modalities that ensure positive learning

outcomes.
B. Assessment 4 3 2 1
1. Creating rubrics in assessing the level of performance of

students as reflected in their talents, abilities, skills
2. Preparing formative assessment to measure students’ progress
and development
3. Evaluating the suggested assessment
4. Choosing effective assessment tool that allows students

participation
5. Providing ongoing dynamic assessments instead of discrete,
one-time assessment tools. (Psychologist?)
B. Physical Work Conditions 4 3 2 1
1. Having material resources and able to work properly.

(Equipment, supplies, machines, etc.)
2. Providing good workplace that provides comfort to employees

while doing their job.
3. Creating work environment that allows employees to work free

from distraction
4. Setting good work environment that reflects the organizational

culture.
5. Making physical workplace is clean and comfortable.
Teacher-student 4 3 2 1
1. Ensuring straightforward medium of instruction that will help build

trust between teacher and students.
2. Responding according when problem arises that have a negative

impact, both teacher and students and brainstorm on the best
ways to fix them even the loftiest goals can be attained.
3. Developing a measurable plan for improvement of the

performance and the goals of learning.
4. Communicating and interacting directly with students for more

effective learning
5. Developing a culture of collaboration and participation in learning
E. Support 4 3 2 1
1. providing with enough time in order to attend

conferences/workshops in teaching students with an IEP in my
classroom
2. I feel supported by my Administrators when faced with
challenges presented by students with learning difficulties in my
classroom.
3. Having an approachable administrators concerning teaching
students who have special needs
4. Addressing challenges presented by students with behavioral
difficulties in my classroom.
5. Having sufficient support from administrators
requirements and the other one is “Education Must Continue” as provided in the
Philippine constitution which does not make any distinction between and among people with
different groups with different needs. (https://en.unesco.org).
However, the challenge of urgency in shifting to emergency remote measures (Bozkurt
and Sharma 2020; Bozkurt et al. 2020) https://www.academia.edu/67801345/Teaching pave
the way to educators to become confused and hesitant to handle teaching roles in a remote
classroom setting (Giannini, 2020; Alvarez, A. Jr., 2022). But since the Department of Education
is committed to ensure educational continuity amidst the challenges (DepEd Order No. 007 s.
2020)
The importance of the teachers’ role is clear since they are the ones who interact directly
with the students in a school setting. Therefore, the teachers are usually expected to be
competent in teaching and assisting diverse students’ needs in the learning process.
On the other hand, teachers have important role in the success of inclusive education.
The teachers are considered as the main feature in inclusive education because they have a
key role in the establishment and sustainability of inclusive education (United Nation, 2006),
Permatasari (2017) .

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Republic of the Philippines

READINESS OF ELEMENTARY SCHOOL TEACHERS IN TEACHING INCLUSIVE

A BASIC RESEARCH PROPOSAL

Permission to Conduct a Basic Research ……..……………………….. ……….. ii

Permission to Conduct a Basic Research ..………………………………………. iii

Permission to Conduct a Basic Research ………………………………………... iv

Annex 1 Research Proposal Application …………………………………………… .v

Annex 2 Endorsement of Immediate Supervisor ………………………………….. .vi

Annex 3 Declaration of Absence of Conflict of Interest ……………………………. vii

Annex 4 Declaration of Anti-Plagiarism ……………………………………………... viii

Chapter I Introduction and Rationale………………………………………………... 1

Chapter III Research Questions…….. ……………………………………………... 8

Chapter IV Scope and Limitation…………………………………………………… 8

Chapter V. Research Methodology…………………………………………………. 9

B. Data Collection. ………………………………………………………… ….. 9

D. Plan for Data Analysis ………………………………………………………… 11

Chapter VI Timetable………………………………… …………………………. ... 12

Chapter VII Cost Estimates……………………………………………………….. 13

Chapter VIII Plans for Dissemination ……………………………………………. 13

Chapter IX References ………………………………………………………. ….. 14

Respectfully forwarded to the Schools Division Superintendent, Pangasinan Division II,

ELIZA O. ROSINO, PhD

March 28, 2022

DANILO C. SISON, EdD, CESO V

research proposal entitled “READINESS OF ELEMENTARY SCHOOL TEACHERS IN

TEACHING INCLUSIVE EDUCATION DURING PANDEMIC IN THE DIVISION OF

Your kind approval is highly appreciated.

GINA B. SEVIDAL, PhD.

ELIZA O. ROSINO, PhD

This basic research proposal entitled “READINESS OF ELEMENTARY SCHOOL

DISTRICT EVALUATION COMMITTEE

WINNIE B. PANEDA, PhD

GINA B. SEVIDAL, PhD

FLORENCE B. CABUAG, PhD

ELIZA O. ROSINO, PhD.

PERMIT TO CONDUCT A BASIC RESEARCH

This basic research proposal entitled “READINESS OF ELEMENTARY SCHOOL

DIVISION EVALUATION COMMITTEE

Checked and Evaluated:

MARIA CRISTINA B. DALIGCON

CORNELIO R. AQUINO, Ed. D.

WILFREDO E. SENDAYEN, EdD

RESEARCH TITLE: READINESS OF ELEMENTARY SCHOOL TEACHERS IN

RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

National Teaching Learning

Regional Child Protection

Division Human Resource Development

School (check up to one cross-cutting theme, if

Gender and Development

FUND SOURCE AMOUNT

LAST NAME: FIRST NAME: MIDDLE NAME:

REGION/DIVISION/SCHOOL: REGION 1/PANGASINAN DIVISION II/ SISON CENTRAL

IMMEDIATE SUPERVISOR’S CONFORME

ELIZA O. ROSINO, PhD

Annex 3: Absence of Conflict of Interest

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

Proponent: GINA B. SEVIDAL, PhD

Annex 4: Declaration of Anti-Plagiarism

from various sources.

consequences and shall be dealt accordingly by the Department of Education.

Proponent: GINA B. SEVIDAL, PhD

Inclusive Education is a learning environment where children with and without

community (D.O. No. 72, s. 2009).