Exploring inclusive education through the lenses of teachers, school leaders, and parents of learners with special needs

This study explored the perspectives of teachers, school leaders, and parents of learners with special needs on inclusive education at Tayud Elementary School, Liloan District, Cebu, for the school year 2025–2026. Specifically, it aimed to describe the respondents’ demographic profile, determine their level of knowledge and involvement in inclusive education, identify significant differences among groups, document their experiences, and develop an action plan to address identified gaps. A mixed-methods research design was employed, utilizing a structured survey questionnaire with both quantitative and qualitative components. Eighty-five respondents were selected through convenience sampling: 50 teachers, 5 school administrators, and 30 parents. Descriptive statistics, such as frequency, mean, and standard deviation, and inferential statistics, specifically one-way ANOVA, were used to analyze the quantitative data, while thematic analysis was applied to qualitative responses. Results revealed that parents had the highest self-rated knowledge of inclusive education, followed by teachers and administrators, with all groups agreeing on its importance and benefits. Involvement levels were generally positive, though gaps emerged in areas such as regular consultation with SPED specialists, participation in IEP development, and knowledge of assistive technologies. Significant differences were found among the three groups in both knowledge and involvement. Respondents’ experiences highlighted challenges related to limited resources, insufficient training, and inconsistent policy implementation, but also successes in collaboration and student progress. The study concludes that while all stakeholders support inclusive education, full implementation requires targeted training, improved resources, and stronger partnerships. An action plan was proposed to enhance the capacity, collaboration, and sustainability of inclusive education practices in the district.