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Research Title: Mainstreaming of Children with Special Needs at the SPED Schools in
Leyte: Views, Practices, & Problems
Research Proponent: LEDWINA C. TESTON
Position: SPED Teacher III
School: Sto. Nino SPED Center, Tacloban City
Abstract:
This descriptive study aimed to determine the implementation of mainstreaming program of the
DEPED in the Province of Leyte in terms of views, practices, and problems of the school
Principals, SPED Teachers, Reg. Education Teachers, Parents of CSN, the CSN, and the Regular
Pupils. Specifically, the results showed that the SPED teachers have a highly positive regard
towards mainstreaming and Regular teachers have a negative regard towards mainstreaming.
Using the Kruskal-Wallis One-Way Analysis of Variance to measure the differences of the
perceptions, the difference was significant at 0.05 level of significance. There are significant
differences on the perception of the following pairs of respondents using the Two-Sample
Kolmogorov-Smirnov Test: School Principals and Regular Education Teachers (p-value = 0.028)
and Regular Education Teachers and Parents of CSN (p-value = 0.003). The three topmost
problems met by the respondents are (1) lack of SPED specialists to handle the program, (2) lack
of facilities, and (3) lack of in-service trainings in special education by regular education
teachers. With the findings and conclusions above, the following recommendations are made: (1)
To top SPED Teachers primarily that should have earned a BEED SPED Program and trainings
related to SPED. (2) For DEPED to have an accurate, appropriate, and systematic mainstreaming
program thus, School heads, SPED Teachers, and Regular Teachers implement the proper
process and procedures in implementing a mainstreaming program. (3) To use SPED Fund for
the improvement of SPED Facilities, including trainings of teachers and purchase of necessary
equipment for the SPED classes.
INTRODUCTION
In recent years, an increasing numbers of stakeholders in the field of special education
are advocating the practice of having all students with disabilities placed in the regular
classroom. Mainstreaming is the system of removing children from their special education
classes for part of the day and placing them in general education classes alongside their
nondisabled peers (McLean & Hanline, 2006).
Despite the availability of these placements in the Philippines, as reported by Dr. Inciong,
there are questions on the accessibility as well as the quality of these services and their impact to

the lives of children with special needs (CSN). It appears that there are outstanding government
policies on the issue, but the monitoring and assessment of the implementation of such policies
are not transparent.
This study aimed to look into how the mainstreaming program for CSN is viewed and
perceived in the Multi-Site Schools in Leyte. It also looked into the extent as well as the
problems met in the implementation of the mainstreaming program for CSN.
RESEARCH QUESTIONS
Specifically, this study seeks to answer the following questions:
1. What are the perceptions of the respondents regarding the mainstreaming program for CSN?
2. Is there a significant difference on the perceptions of respondents regarding the mainstreaming
program for CSN across the six groups?
3. Are there significant differences on the perceptions of respondents regarding the
mainstreaming program for CSN between any two of the following groups (School Principals,
SPED Teacher, Regular Education Teachers, Parents of CSN, CSN, and Regular Pupils)?
4. What are the perceptions of the respondents regarding the actual practices in the
implementation of mainstreaming program for CSN?
5. Is there a significant difference on the perceptions of respondents regarding the actual
practices in the implementation of mainstreaming program for CSN?
6. Are there significant differences on the perceptions of respondents regarding the actual
practices in the implementation of mainstreaming program for CSN among the following groups
(School Principal, SPED Teachers, Regular Education Teachers, Parents of CSN)?
7. What are the problems met by the administrators, regular teacher, SPED teachers, and parents
in the implementation of the mainstreaming program for CSN?

8. What improvements can be proposed relative to the implementation of the mainstreaming

program for CSN based on the findings of the study?
RESEARCH DESIGN
Theoretically, the researcher adopted the model based on ecological development
paradigm as an approach to mainstreaming of CSN. Porter (2006) proposes a model
emphasizing the importance of ecological development which views childrens development in
terms of being holistic, dynamic, transactional, and singular. This study aimed to gain insights
and explain the views, practices, and problems in the system of mainstreaming of CSN.
Profile
On
Characteristi
cs

Views/Ideas
on the
Mainstreami
ng Program
for CSN

Observed
Practices on
the
Implementati
on of the
mainstreamin
g for CSN

Problems
Met by the
Implement
ers of the
Mainstrea
ming
Program
for CSN

Proposed
Implement
ation
Practices
to Improve
the
Mainstrea
ming
Program
for CSN

Figure 1 shows the conceptual framework of the study.

The Measurement of variables was on the views of the mainstreaming program, the
extent of the implementation, and the problems met by the implementers. The respondents of the
study were the administrators, SPED teachers, regular education teachers, mainstreamed CSN,
regular education pupils, and parents of CSN. Purposive sampling technique was utilized in
determining the respondents of the study. The data gathering was done at the SPED Schools in
Leyte.
The following instruments were used in data gathering. Part I used an enumerated tool to
capture data on the (1) Views/Perceptions towards Mainstreaming Program, (2) Extent of

Implementation of Mainstreaming Program for the CSN in the Multi-Site Schools in Leyte; and
(3) Problems met on the Implementation of Mainstreaming Program for the CSN. Part II used the
Focus Group Discussion method to investigate phenomena that emerged from the data generated
by the statistics of the responses.
RESULTS AND DISCUSSION
1. What are the perceptions of the respondents regarding the mainstreaming program for
CSN?
SPED Teachers have a highly positive regard, followed closely by the School
Principals. Only the Regular Education Teachers showed a negative regard in perceiving the
mainstreaming program for CSN.
2. Is there a significant difference on the perceptions of respondents regarding the
mainstreaming program for CSN across the six groups?
There is a significant difference on the perception of the respondents regarding the
mainstreaming program. The Kruskal-Wallis One-Way Analysis of Variance showed a 0.05 level
of significance (p-value = 0.000).
3. Are there significant differences on the perceptions of respondents regarding the
mainstreaming program for CSN between any two of the following groups (School Principals,
SPED Teacher, Regular Education Teachers, Parents of CSN, CSN, and Regular Pupils)?
There are significant differences in the perceptions of the respondents regarding the
mainstreaming between the groups, using the Two-Sample Kolmogorov-Smirnov Test, which
yielded a conclusive 0.05 level of significance. The following are the results: (1) SPED Teachers
and Regular Education Teachers (p-value = 0.005); (2) SPED Teachers and Parents of CSN (pvalue = 0.000); (3) SPED Teachers and CSN (p-value = 0.000); (4) SPED Teachers and Regular

Pupils (p-value = 0.000); (5) Regular Education Teachers and Parents of CSN (p-value = 0.005);
(6) Regular Education Teachers and CSN (p-value = 0.005); (7) Regular Education Teachers and
Regular Pupils (p-value = 0.005); (8) CSN and Regular Pupils (p-value = 0.000).
4. What are the perceptions of the respondents regarding the actual practices in the
implementation of mainstreaming program for CSN?
The school principals perceived that mainstreaming program for CSN is partially
implemented with mean of 3.15 and standard deviation of 0.06. The other three groups thought
that the program is seldom implemented: SPED teachers has a mean of 2.84 and standard
deviation of 0.31, regular education teachers with mean and standard deviation of 2.52 and 0.39,
respectively, and parents of CSN with mean of 2.93 and standard deviation of 0.35.
5. Is there a significant difference on the perceptions of respondents regarding the actual
practices in the implementation of mainstreaming program for CSN?
There are evident differences in the means of the four groups of the perceptions on the
extent of implementation of mainstreaming program for CSN using 0.05 level of significance.
The Kruskal-Wallis One-Way Analysis of Variance was utilized using the SPSS.
6. Are there significant differences on the perceptions of respondents regarding the actual
practices in the implementation of mainstreaming program for CSN among the following
groups (School Principal, SPED Teachers, Regular Education Teachers, Parents of CSN)?
There are significant differences on the perceptions on the mainstreaming program for
CSN between the following groups: (1) School Principals and Regular Education Teachers (pvalue = 0.028); and (2) Regular Education Teachers and Parents of CSN (p-value = 0.013).
7. What are the problems met by the administrators, regular teachers, SPED teachers, and
parents in the implementation of the mainstreaming program for CSN?

The top five problems are: (1) Lack of SPED specialists to handle the program, (2) Lack
of facilities, (3) Regular education teachers lack in-service trainings in special education, (4)
Lack of support from the regular education teachers, and (5) Lack of support from
administrators.
8. What improvements can be proposed relative to the implementation of the mainstreaming
program for CSN based on the findings of the study?
The following are the proposed program relative to the implementation of the
mainstreaming program for the CSN: (1) To top SPED Teachers primarily that should have
earned a BEED SPED Program and trainings related to SPED. (2) For DEPED to have an
accurate, appropriate, and systematic mainstreaming program thus, School heads, SPED
Teachers, and Regular Teachers implement the proper process and procedures in implementing a
mainstreaming program. (3) To use SPED Fund for the improvement of SPED Facilities,
including trainings of teachers and purchase of necessary equipment for the SPED classes.
CONCLUSIONS AND RECOMMENDATIONS
The researcher came to conclude that the SPED Teachers and Regular Teachers are in the
forefront of the mainstreaming program. Any or all inadequacies in the process of mainstreaming
are experienced by both. Both groups of respondents declare that mainstreaming is seldom
implemented.
Parents of CSN also agree with the opinions expressed by the Regular Teachers and the
SPED Teachers in the FGD. However, despite the difficulties encountered mostly by the SPED
teachers in educating their children, parents expressed their appreciation for the efforts of the
SPED teachers in making the best of what they can to educate their CSN.
The three topmost problems met are the following: (1) lack of SPED specialists to handle
the program, (2) lack of facilities, and (3) lack of in-service trainings in special education for

regular education teachers. Thus, the need for augmentative and assistive technology to help the
CSN was collectively expressed.
From the conclusions presented, the researcher recommended the following: (1) To top
SPED Teachers primarily that should have earned a BEED SPED Program and trainings related
to SPED. (2) For DEPED to have an accurate, appropriate, and systematic mainstreaming
program thus, School heads, SPED Teachers, and Regular Teachers implement the proper
process and procedures in implementing a mainstreaming program. (3) To use SPED Fund for
the improvement of SPED Facilities, including trainings of teachers and purchase of necessary
equipment for the SPED classes.
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