Abstract
This study examined the perceived challenges of junior and senior high school teachers in implementing Inclusive Education in the Division of San Pablo. Employing a descriptive-correlational research design, the study surveyed 63 purposively selected teachers who had experience teaching Learners with Special Educational Needs (LSENs) during the academic year. The Kruskal-Wallis H test assessed differences in perceived challenges based on demographic profiles, while the Pearson Product-Moment Correlation Coefficient determined the relationship between these challenges and existing school measures. Descriptive statistics, including frequency, mean, and standard deviation, were utilized to analyze respondents’ demographic characteristics. Findings indicated that teachers experienced low levels of challenges in creating, producing, and evolving inclusive policies. However, a significant relationship emerged between perceived challenges and the schools’ measures to address them, underscoring the need for stronger institutional support. These results emphasize the importance of equipping school administrators with strategies to mitigate challenges through targeted interventions. Specifically, implementing an Individual Learning Plan (ILP) would enable systematic monitoring of both student progress and teachers' experiences in the inclusive teaching-learning process. Strengthening these measures can enhance the effectiveness of Inclusive Education, ensuring better learning outcomes for LSENs.
