Perspectives on inclusive practices among teachers, administrators, and parents of special needs students

This study examined the perspectives of teachers, school administrators, and parents of children with special needs in Liloan National High School regarding their knowledge and involvement in inclusive education for the school year 2025–2026. Using a mixed-methods design, the research gathered quantitative data from 85 respondents (50 teachers, 5 administrators, 30 parents) through structured questionnaires and qualitative data from open-ended questions. Descriptive statistics determined the levels of knowledge and involvement, while One-Way ANOVA tested for significant differences among the groups. Results showed that all three groups possessed favorable perspectives, with mean ratings interpreted as “Agree.” Teachers had an average weighted mean (AWM) of 3.92 in knowledge and 3.98 in involvement; administrators, 4.11 and 4.36, respectively; and parents, 4.19 and 4.16, respectively. ANOVA revealed significant differences in both knowledge and involvement, indicating variation across groups. Qualitative analysis identified challenges such as limited consultation with SPED specialists, low teacher participation in IEP development, administrators’ need for deeper IEP process understanding, and parents’ lower capacity to assess school-wide inclusion and participate in events. The study concluded that while stakeholders demonstrated generally positive perspectives, specific gaps in collaboration, specialized skills, and engagement require targeted interventions. An action plan was developed focusing on capacity building, strengthened collaboration, resource mobilization, and increased stakeholder participation. It is recommended that this plan be implemented to improve inclusive practices, ensure consistency in policy application, and enhance the educational experiences of learners with special needs.