Abstract

The research aimed to create a valid and reliable instrument for evaluating inclusive education programs. It utilized a mixed methods research approach, specifically an exploratory sequential design. Data were gathered and analyzed through thematic analysis to identify themes that informed the creation of a quantitative inclusive education questionnaire. Exploratory factor analysis determined the number of underlying dimensions within the data. Findings indicated that the inclusive education scale developed for the Philippine context is structured around five dimensions: parent-school partnership, instructional leadership, formal curriculum, inclusive environment, and teacher involvement. Furthermore, the scale was assessed for reliability to evaluate the internal consistency of its items. The reliability of all dimensions was exceptionally high, indicating that the tool demonstrates strong internal consistency. In the Philippines, the success of inclusive education programs relies on the collaborative efforts of school administrators, teachers, and parents. Additionally, inclusive schools can offer learning services for children with special needs by ensuring that facilities and infrastructure are tailored to student requirements. However, students with special needs often face challenges in their teaching and learning experiences, which stem from a lack of competencies acquired by teachers during their pre-service and in-service training. Furthermore, inclusive schools must implement an inclusive curriculum designed to address the needs and perspectives of students with and without special educational needs.

Keywords:

Children with special needs, inclusive education, inclusive curriculum, inclusive school climate, pedagogical facilities.

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