Abstract
In the implementation of Inclusive Education many learners with special needs still face barriers to equitable and quality education. This study explored the practices of school heads in the implementation of inclusive education, employing a sequential exploratory mixed-methods design. The research aimed to explore inclusive education practices and develop a validated survey tool in the context of inclusive education practices. In the qualitative phase, in-depth interview and focus group discussions were conducted with (twelve) 12 school leaders selected through purposive sampling. The gathered responses highlighted several inclusive education practices, such as inclusive and fair learning environment, identification of learners for placement, assessing special education programs and learners, collaboration with stakeholders, provision of SPED training courses and provision of intervention programs. The integrated qualitative insights lead the development of questionnaire items tested to 200 teachers as respondents for factor analysis and validity testing resulting in 78-items questionnaire with five constructs: Comprehensive Support and Engagement for Inclusive Education, Empowering Teachers through Tailored Instruction and Curriculum Design, Fostering an Inclusive, Safe, and Supportive Learning Environment, Utilizing and Maximizing Allocated Budgets for SPED, and Recognizing Local Government Support. This study contributed to inclusive education practices framework aligned to the school heads’ needs. It provided evidence-based insights that may inform teacher empowerment, resource optimization, and the critical role of school heads in advancing inclusive education implementation practices. The highly reliable and validated inclusive education program practices questionnaire stands as a valuable tool, ready to support future research and enhance inclusive education efforts.
