Understanding inclusive education: A study of teacher, administrator, and parent perceptions toward children with special needs

This study examined the level of knowledge, involvement, and experiences of key stakeholders in implementing inclusive education in the Tabuelan District for the 2025–2026 school year. Using a descriptive-comparative research design, the study gathered quantitative and qualitative data through a structured survey administered to 85 respondents: 50 teachers, five school administrators, and 30 parents of children with special needs. Descriptive statistics, such as the weighted mean and standard deviation, were used to determine levels of knowledge and involvement, while a one-way ANOVA tested for significant differences among groups. Thematic analysis was applied to the qualitative responses to capture the experiences of stakeholders. Results revealed that all three groups possessed high levels of knowledge and involvement in inclusive education, with parents obtaining the highest mean ratings in both areas. ANOVA results indicated significant differences in understanding and participation among the groups, reflecting variations in familiarity with policies, strategies, and implementation practices. Common challenges included limited familiarity with DepEd policies, inadequate training in preparing Individualized Education Programs (IEPs), insufficient resources, and the need for stronger collaboration among stakeholders. Positive experiences highlighted successful teamwork, learner progress, and supportive relationships between the school and its community. The study concluded that while inclusive education is well-supported in principle, targeted interventions are needed to harmonize understanding and strengthen implementation. An Action Plan was proposed to address the identified gaps through capacity building, policy familiarization, stakeholder collaboration, and resource mobilization. The findings serve as a basis for enhancing inclusive education practices in the Tabuelan District and similar contexts.