Mark Vincent R. Espiritu

Master of Arts in Education Major in Special Education at the University of Perpetual Help System DALTA, Las Piňas City, Philippines

DOI : https://doi.org/10.47191/ijsshr/v8-i3-73

Google Scholar Download Pdf
ABSTRACT

The educational inclusion of learners with disabilities remained a critical challenge, particularly in elementary schools where foundational learning occurs. This study assessed the instructional needs and difficulties of learners with disabilities in a selected elementary school in Laoag City, aiming for the development of a suitable development program. The respondents were purposefully selected teachers from a specific elementary school in Laoag City. These selected elementary teacher-respondents had direct experience in teaching learners with disabilities. The study utilized a researcher-made questionnaire to gather demographic data, describe the current state of instructional needs and difficulties faced by learners with disabilities, and understand the differences in perceptions and assessments of teacher-respondents based on their profiles. Utilizing a quantitative descriptive comparative research approach, data were gathered from purposefully selected teachers with direct experience in teaching learners with disabilities. It also used frequency and percentage distribution, mean, one-way ANOVA, and t-test for independent samples to determine the averages and measure the differences. The findings revealed several critical challenges. Accessibility remained a significant concern, with many physical and instructional materials inadequately adapted to the needs of learners with disabilities. Inclusive practices, though increasingly recognized, were inconsistently applied, often due to a lack of appropriate resources and training. Teachers expressed a need for more professional development opportunities specifically tailored to the education of learners with disabilities, highlighting gaps in their preparation and confidence in addressing diverse learner needs. Attitudinal barriers, both within the school environment and the broader community, further exacerbated the difficulties faced by these learners, affecting their social integration and academic progress. The insights gained from this study aimed to inform educational practices and policies that promoted a more inclusive and supportive learning environment for all students, particularly those with disabilities.

KEYWORDS:

inclusive education, learners with disabilities, instructional needs and difficulties, development program, elementary teachers

REFERENCES
1) Babalwa, B. & Marongwe, N. (2023). "Impact of learning barriers on academic performance of learners in selected secondary schools in Mtata,"International Journal of Education and Practice, Conscientia Beam,vol. 11(4), pages 715-726.

2) Cain, M., & Fanshawe, M. (2021). Expectations for success: Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.6449

3) Hossain, M. (2021). An overview of inclusive education in the United States. In IGI Global eBooks (pp. 1–25). https://doi.org/10.4018/978-1-60960-878-1.ch001

4) Huff, E. W. (2023). Accessible e-learning through story-based participatory design for persons with vision impairments. Human-Centered Design and User Experience. https://doi.org/10.54941/ahfe1004229

5) Lomellini, A., Lowenthal, P. R., Snelson, C., & Trespalacios, J. H. (2025). Accessible and inclusive online learning in higher education: a review of the literature. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-024-09424-2

6) Mokobane, S. (2024). Reducing prejudice against learners with disabilities in inclusive settings through the Afrocentric model of inclusion. International Journal of Research in Business and Social Science. https://doi.org/10.20525/ijrbs.v13i4.3336

7) Mpu, Y., & Adu, E. (2020). Educators’ perceptions of inclusive education for learners with physical disabilities in mainstream classrooms.

8) Shoko, R. (2024). Communication barriers and deaf learner misbehaviour in a South African special needs school. African Journal of Teacher Education. https://doi.org/10.21083/ajote.v13i1.7297

Volume 08 Issue 03 March 2025