Breaking Barriers: A Comprehensive Analysis of Holy Cross College Approach

to Inclusive Education

Holy Cross
College

Sta. Ana, Pampanga

An Interview Project for The

Foundation of the Special and Inclusive Education

By:
Castro, Susana
Dizon, Winter Kyle R.
Maliwat, Felissa S.
Musngi, Maria Honey
Rica
Sombillo, Regine
Tuazon, Raymond
 I. Introduction

A high-quality, universally accessible education contributes to the eradication of poverty as

a social issue. It supports the development, maintenance, and upkeep of a stable society. A nation’s
ability to educate its inhabitants at a higher level has a greater impact on and benefits from the
nation’s own growth. Every person has the right to education, which gives them a variety of
options to participate in. Education creates competent and productive citizens because it imparts
not only the knowledge that every person must have but also the taught skills that are useful in
everyday life. Furthermore, they will always uphold the ideals and ideas they embrace. This will
assist in overcoming the inequality in the society as this will serve their guide to be more humane,
just and good to everyone. To address the unique learning needs and challenges faced by
individuals with diverse abilities and disabilities, the establishment of special education was made.
It is a type of education that aims to provide learning opportunities for special learners.

Special education caters to the diverse needs of every learner. This encompasses not only
students with disabilities but also those who are gifted and talented, showcasing exceptional
abilities and skills. According to Morin, the term “special education” covers a wide range of
services that can be offered in various contexts and manners. When it comes to special education,
there is no “one size fits all” solution. It is designed to accommodate pupils who have special
needs.

The goal of special education Is to support the learning of children with impairments.
However, it does not include locking them in a designated classroom all day. As a matter of fact,
children receiving special education services are required by federal law to spend as much time as
possible in regular classrooms. The least restricted environment, or LRE, is what this is. Students
who qualify for special education have their individualized education plan also known as IEP.
Teachers and parents collaboratively create a strategy to assist a child facing learning disorders and
various disabilities in achieving success in their academic journey. Governed by the Individuals
with Disabilities Education Act (IDEA), this federal law guarantees that each child undergoes an
assessment to determine eligibility for additional school assistance. If qualified, the child is entitled
to an Individualized Education Program (IEP) specifically tailored to their needs. The IEP,
mandated by this law, must include essential components providing crucial details about the child
and outlining the plan’s implementation (Ann Logsdon, 2022).

Special education programs have been widely implemented across the majority of countries
globally including the Philippines. The recent study of the United Nations Children’s Fund
(UNICEF, 2022) estimates that there are about 1.6 million Filipino children with disabilities. Due
to this data, the government have recognized the necessity of enhancing special education
accessibility and have implemented measures accordingly. In 2015, the Philippines embraced a
fresh special education legislation mandating schools to offer services to children with disabilities.
Additionally, the law facilitates the creation of special education centers and the training of
teachers specializing in this field. One of the laws enacted for this type of education is the RA
5250, an act establishing a ten-year training program for teachers of special and exceptional
children in the Philippines and authorizing the appropriation of funds thereof. With the training
programs being implemented by the government, the nourishment and the attainment of highest
possible skills and capabilities of every learners will be guaranteed to be meet. This also serve as an
opportunity for facilitators of special class a better understanding of their students’ emotion and
thoughts.

Similarly, special education is widely implemented both public and some of the private
schools. However, students from private schools may not enjoy the same rights and privileges as
those attending public special education schools. According to Clark (2021), Students receive aid
from private schools based on their financial situation. The state government does not oversee
private schools; thus, they are free to establish their own guidelines for curriculum and the
provision of special education services. Certain private schools need certification from its teachers,
while others do not. Thus, it is possible that private school special education teachers are not
trained in evidence-based approaches, and it is possible that pupils receive assistance in a different
part of the school. For information on a specific private school’s requirements for teacher
certification and their unique approach to teaching students with special needs, it is best to get in
touch with them directly. The information stated show distinctions between private schools
providing special education and public schools, highlighting both advantages and disadvantages.
Additionally, it emphasizes that enrollment in private schools is often limited to financially capable
families, restricting access for some children.

On the other hand, one of the goals of special education is to promote inclusivity which can
only be made possible if learners are expose in the general classroom. Placing the child in the
general classroom for most or half of the day will actually help the learner to socialize and enhance
their skills. Based on the Department of Education (DepEd) data for school year (SY) 2016-2017,
232,975 learners with disabilities or learning exceptionalities were mainstreamed in regular classes.
This only proves that people and even schools became more open to students with special needs.
As a result, they began to embrace inclusivity and diversity. Through mainstreaming, progress of
the skills of the learners to their full potential and guide them to know oneself as they go
throughout the journey is possible. It also aims for a total development of their characters as they
socialize with different individuals.
 As the world has opened its doors and embraced all learners with special needs, the Holy
Cross College have also made its move to adapt with these changes and welcomed diversity. For 78
years, HCC has been a dedicated community servant, welcoming countless students with open
arms. This institution, truly a school with a heart, embraces learners irrespective of their
backgrounds, fostering an inclusive environment. Its commitment to holistic development ensures
that every student is well-prepared for their future endeavors. Additionally, it is committed in
establishing a positive and friendly environment for students with disabilities. The school ensures
that everyone, regardless of ability, feels included and supported.

In this comprehensive analysis, the researchers interviewed three esteemed educators of

Holy Cross College from the Junior High School department. The participants in these insightful
interviews were Mr. Rodel Nogot, the adviser for Grade 9 – Colossians; Ms. Erica Esguerra, the
adviser for Grade 7 – Zechariah; and Mr. Ephraim Matias, a Subject teacher for Grade 9. The
purpose of these interviews was to gain a deeper understanding of the school's approach to the
integration of inclusive education.

II. Analysis

In this chapter, the researchers presented the result of the gathered responses from
the interviewees. The result is tabulated, analyzed, and interpreted with consideration to understand
the Holy Cross College’s approach in providing inclusive education.

Table 1. Interviewees initial reaction regarding handling a student with special education
needs.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

As a teacher that is Initially. I was Nothing much, I just I will be surprised

not specialized in surprised when I expected that it will because I will handle
special education, knew that one of my be quite a challenge students with special
what was your students is different in since I will have to needs and that is out of
 initial reaction when terms of learning. As give a little of special the area of
you learn that you a teacher, I took treatment to deal with specialization.
will be handling a charge at his the student’s needs
student with special “personalized” and tantrums (maybe)
needs? learning instructions if there will be any.
so I can monitor his
learning difficulty and
ability. There are also
times that I review
some strategies to
cope with the
challenges in teaching
him.

Table 1 outlined the initial reaction of the interviewees when they had the
knowledge that they will be handling a student with special education needs Notably, Interviewee
No. 1 and 3 expressed surprise at this assignment, while Interviewee No. 2 exhibited a more neutral
reaction. Interviewee No. 3 acknowledged the potential difficulty of addressing a situation beyond
their specialization, highlighting the challenges associated with accommodating a student with
special needs. In contrast, Interviewee No. 1 demonstrated proactive reaction by immediately
initiating the development of a personalized learning plan to cater to the student. Additionally,
Interviewee No. 1 sought out relevant sources to identify optimal strategies to effectively teach a
student with special need. Meanwhile, Interviewee No. 2 anticipated potential challenges, such as
tantrums, and recognized the likelihood of requiring a minimal amount of special treatment to
navigate the anticipated difficulties. This diverse range of responses underscores the varying
perspectives and approaches among the interviewees in preparing for the unique challenges
associated with inclusive education.

Table 2. Strategies to ensure inclusive classroom environment.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

How do you ensure I prepare activities Despite not being a I don’t know on how to
that the classroom based on his special education answer that question
environment is capabilities and skills. teacher, we can ensure because I don’t have any
 inclusive and Then, I see to it that that the classroom idea with the correct and
supportive for these activities will environment is conducive environment
students with ready him to the inclusive and for the learners with
special education actual instructions or supportive by having special needs.
needs, even if you similar instructions differentiated
are not a specialized with his classmates. activities that touches
special education Scaffolding of the multiple
teacher? activities helps the intelligences. We can
challenged learner to also provide
acquire needed additional/ guided
competencies to the instructions to them
subject-matter/lesson. whenever they seem
confused.

Table 2, the interviewees responded to the query about how they cultivate an inclusive and
supportive classroom environment for students with special education needs, even in the absence of
specialized expertise in special education. Interviewee No. 1 articulated a thoughtful approach by
considering the individual capabilities and skills of each learner while preparing activities.
Ensuring that these activities equip the learner to adapt to instructions, similar to those provided to
the entire class, promotes an environment where the student can seamlessly integrate with their
peers. Moreover, Interviewee No. 1 highlighted the application of the scaffolding strategy, which
involves providing substantial amount of assistance to facilitate the learner in acquiring the
prerequisite competencies associated with the subject matter. Similarly, Interviewee No. 2 adopts
an inclusive approach by customizing activities to touch on multiple intelligences, catering to
diverse strengths. Additionally, this educator provides extra instructions to address confusion,
demonstrating a commitment to supporting all learners, including those with special education
needs. By employing these strategies, Interviewee No. 1 and Interviewee No. 2 actively contributes
to creating an inclusive and supportive classroom where students with special education needs can
thrive alongside their peers. Interviewee No. 3 acknowledged a lack of background knowledge in
creating a suitable environment for learners with special needs. Overall, the diverse perspectives
shared in Table 2 emphasize the significance of tailored strategies and a commitment to inclusivity
in fostering supportive learning environments for students with special education needs.

Table 3. Strategies and accommodations for special education needs

 Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.
Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

Can you share any There are times that I had a student who I don’t have the
specific strategies or the English teachers threw tantrums in opportunity to do that
accommodations are conducting one- class just because his because I don’t have
you have on-one tutoring. There classmate accidentally students with special
implemented to are different set of put ink on his needs.
address the unique activities given. There uniform. One strategy
learning needs of is also close I used to stop his
the student with monitoring of tantrums is by talking
special education learner’s progress to him privately and
requirements in quarterly. After the gently. Another is by
your class? quarter, there are scaffolding, since
other activities student with special
provided intended for needs need more
the next quarter. guidance at times,
they will need
additional
instructions.

Table 3 presents the interviewees' responses regarding specific strategies and

accommodations implemented to address the unique learning needs of students with special
education requirements. Interviewee No. 1, serving as an English coordinator, highlighted that
English teachers offer one-on-one tutoring coupled with a diverse set of activities. This approach
aims to ensure that learners with special needs stay aligned with their peers and are well-prepared
for future discussions. Additionally, quarterly progress reports are meticulously crafted to monitor
the educational progress, leading to the development of tailored activities and programs for the next
quarter, suited to each learner's level. Interviewee No. 2 recounted an experience dealing with a
student's tantrum triggered by a classmate accidentally smudging ink on his uniform. In response,
Interviewee No. 2 employed a gentle and private approach. It is important to acknowledge the
unique stress processing of learners with special educational needs, Emphasizing the importance of
patience and understanding in managing such circumstances. This technique proved effective in
calming the student. Additionally, Interviewee No. 2 highlighted the use of scaffolding, providing
guided activities and additional instructions to navigate complex and lengthy instructions,
recognizing the need for tailored support in the learning process. Interviewer No. 3 expresses his
lack of opportunity to apply such strategy due to lack of firsthand experience or exposure in
situation involving learners with special educational needs. Overall, the insights shared by the
interviewees offer valuable perspectives on creating inclusive educational environments and
highlight the diverse strategies employed to support students with special educational needs.

Table 4. Challenges encountered in classroom management with student with special

education needs and strategies applied to overcome them.

Interviewee No. 1. Mr. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Rodel Nogot Ms. Erica Esguerra Ephraim Matias

Have you Yes, I had encountered Yes. One student I don’t have the
encountered managing the classroom keeps going to the opportunity to do that.
any challenges dynamics. There is clearly comfort room without I’ve never experience
in managing difference between the asking for permission. handling learners with
the classroom behavior of the students Since he is someone special needs. The only
dynamics with with special needs with special needs, I thing that I’ve
the inclusion of compared to his overcome that by experience is to teach
a student with classmates. For example, always reminding him with the students who
special he tends to be playful that standing suddenly are least, last, and lost
education during sessions and in class and going out (3L) in class.
needs, and how unnecessary behavior that is a rude act.
did you disturbs his classmates.
overcome These behaviors are
them? immediately addressed and
sometimes enforced.

Table 4 exhibit the responses of the interviewees regarding the challenges they have
experience managing the classroom dynamics with the inclusion of students with special
educational needs. Interviewee No. 1 acknowledges the distinct behaviors exhibited by students
with special needs, noting that they tend to be more playful and occasionally display disruptive
behavior during class sessions. In response to these behaviors, Interviewee No. 1 emphasizes the
importance of swift and immediate intervention. Interviewee No. 2 shares an encounter with a
student who habitually leaves the classroom without prior permission. In managing this behavior,
Interviewee No. 2 implements a strategy of continuous reminders about the importance of seeking
permission before exiting the class. This approach is aimed not only at preventing any
unintentional rudeness but also at upholding effective class management practices. This approach
also contributes to the development of the students' social awareness and their capacity to adhere to
established guidelines. Furthermore, it is crucial to recognize that these behaviors from learners
with special needs are not driven by inherent malice. These students may not be aware that their
actions are disruptive, requiring a profound understanding of their perspective. It is emphasized
that constant reminders and the implementation of rules prove to be effective tools in helping them
comprehend which behaviors should be avoided. As a teacher, refraining from labeling these
behaviors as inherently "bad" and instead framing them as normal behaviors in need of
reinforcement and guidance fosters a more inclusive and supportive learning environment. Again,
Interviewer No. 3 expresses his lack of background experience due to the absence of student with
special needs in his classroom, but draws attention to encountering students falling under the
category of the "least, last, and lost" (3L). Referring to students that may be the least participative,
the last to finish assignments, or those who seem lost or disengaged in the classroom. Not labeling,
but these students may share characteristics with learners who have special educational needs, as
these students might be struggling academically, socially, or emotionally. Interventions such as
providing extra attention, implementing differentiated activities, and maintaining constant
monitoring are instrumental in ensuring these students receive the support they need. By tailoring
teaching strategies to address the individual needs of 3L students, educators contribute to creating a
more inclusive and supportive classroom environment. This approach aims to bring these students
to the same level as their peers, fostering a positive and equitable learning atmosphere for all.

Table 5. Successful adaptation of teaching method to cater student with special education
requirement.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

Can you discuss any Their change in I don’t have any No opportunity to
successful behavior and even the particular experience experience that.
experiences you've way they with adjusting
had in adapting your communicate to activities for a student
teaching methods to others learners show since students help
cater to the specific success. They can each other in class.
needs of the student easily follow
with special instructions and
education perform collaborative
requirements? tasks. Also, they can
monitor their behavior
by themselves
 In Table 5, Interviewee No. 1 communicates that the previously discussed approaches and
methods have proven to be effective. Observable signs of behavioral changes and improved
communication skills have become apparent among students with special needs. Moreover, these
students have demonstrated increased proficiency in following complex instructions and engaging
productively in collaborative tasks. Notably, they have exhibited a growing ability to adapt to
social cues and manage their behavior more effectively. This positive outcome suggests that the
implemented strategies are contributing to the overall development and success of students with
special needs in the learning environment. Interviewee No. 2 prioritizes peer support to promote
inclusive education for students with special education needs, considering adjustments for activities
unnecessary. Although the utilization of peer support has its benefits, it is important that primary
support should come from teachers themselves, as collaborative assistance has limitation in
providing comprehensive aid, and individualized, personalized support from the teacher is deemed
essential for creating a more effective learning environment for students with special needs.
Interviewee No. 3 expresses his lack of opportunity to encounter such experience. In summary, the
implementation of personalized strategies, extra attention, and consistent rule reminders is
evidently contributing to the educational progress of students with special needs.

Table 6. Effective strategies in creating an inclusive and respectful environment for all
students.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

Are there specific The classroom None. For the learners with
classroom activities are just and special needs, I don’t
management fair for both the have any idea but in a
strategies you find challenged students normal class handling
effective in creating and his with their average-fast learners, I
an inclusive and classmates. The think the 21st century
respectful common goal of these teaching strategies may
environment for all instructions is to make best fit with the learners
 students, including them learn equally with the use of the
those with special and to attain newly trends in
education competencies based technology.
requirements? on their grade level.

Table 6 provide the answers of the interviewees regarding the query of what specific
classroom management strategies they find effective in creating an inclusive and respectful
environment for all students, encompassing those with special education requirements. Interviewee
No. 1 highlighted the use of activities that are fair and just for both the student with special
education needs and his peers. This might include providing activities that is aligned with the
subject-matter and are both beneficial for the neurotypicals and those with special needs. The goal
of the activities is to foster productive learning while eliminating disparities, facilitating the
attainment of prerequisite competencies at the grade level. Substantial assistance or scaffolding
from the teacher is instrumental in achieving this. Offering additional assistance to students with
special needs do not indicate unfairness towards typical students. Recognizing that students with
special needs may have different levels of abilities, thus providing extra support ensures equity by
giving them a head start to bridge the gap and participate effectively in the learning environment.
Interviewee No. 2 responded none to this question. On the other hand, Interviewee No. 3
acknowledges a lack of experience with students having special needs, focusing on average to fast
learners. Emphasizing that 21st-century strategies are best suited for today's learners, these
strategies, as outlined by the American Association of Colleges of Teacher Education and the
Partnership for 21st Century Skills (2010), involve integrating technology, fostering collaboration,
and cultivating critical thinking, creativity, and global awareness. This approach includes
embracing project-based and student-centered learning, personalized methods, and social-
emotional learning for holistic growth. The strategies prioritize a diverse skill set, encompassing
academic knowledge, digital literacy, adaptability, and social consciousness.

Table 7. Effective resources and professional development for supporting special education
in mainstream classrooms

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

What resources or Personally, I consider Online games. Since No opportunity to

professional related research and this is the era of experience that.
development articles to handle technology and
 opportunities have them. Sometimes, internet, student is
you found most there is also need to more interested in
helpful in enhancing consult different game-based
your ability to media (interview, instructions so
support students blogs, lived researching for games
with special experiences) to create on the internet to use
education needs in a an effective classroom in classroom
mainstream instruction. As a instruction is actually
classroom? teacher, I make very helpful.
myself knowledgeable
regarding special
education. If I am
given a chance to
attended professional
development program,
I will be willing
enough to exert extra
effort.

Table 7 exhibit the resources professional development opportunities that the interviewees
found most helpful in enhancing their abilities to support students with special education needs in a
mainstream classroom. Interviewer No. 1 exemplifies a proactive commitment to professional
development, actively pursuing best practices in the realm of special education. This dedication is
demonstrated through his conscientious utilization of diverse information sources, including
relevant research, articles, and various media platforms such as interviews, blogs, and lived
experiences. By doing so, he effectively showcases proven strategies for managing students with
special educational needs and cultivating an inclusive and welcoming classroom environment. His
determination to delve into the intricacies of special education is evident, as he articulates a sincere
commitment to establishing a safe, inclusive, and equitable space within his classroom. Moreover,
his enthusiasm is palpable, expressing a keen desire to participate in seminars and programs aimed
at fostering ongoing professional development. This proactive approach reflects a genuine
eagerness to deepen his understanding and improve the provision of special education, ultimately
contributing to a more supportive and enriching educational experience for all students. In our
technologically advanced era, Interviewee No. 2 stands out by incorporating gamification into her
teaching methodology. She utilizes the power of online games to transform discussion sessions into
dynamic and enjoyable learning experiences for her students. This innovative approach goes
beyond merely infusing fun into class instruction; it actively engages both the psychomotor and
cognitive domains of teaching. Interviewee No. 2 confidently asserts that this technique has proven
to be highly effective in her classroom, demonstrating a forward-thinking and creative approach to
education that resonates with the needs and preferences of today's learners. Interviewer No. 3
acknowledge no opportunity to experience such encounter.

Table 8. Personal insights and reflections on the impact of students with special education
needs on teaching philosophy and approach.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

Can you share any As a teacher, I In my perspective, No opportunity to

personal insights or strongly believe with having a student with experience that.
reflections on how inclusive, just, and special needs inside
the presence of a fair classroom my class doesn’t
student with special instruction. The make much of a
education needs has presence of these difference since
influenced your student made me students know how to
teaching philosophy realize that there are adjust. If they know
or approach? times you need to go that their classmate is
beyond the norms to not following the
addressed their instructions/lesson
difficulties. Moreover, discussed, they
being an educator, it help/offer assistance
requires determination to the student. This
and willingness to make me realize that
foster inclusive peer-influence is
education and it does actually a good
not end with approach.
completing the set
standards.

Table 8 presents the insights and reflections of the interviewees regarding the influenced of
the presence of student with special needs has influences heir teaching philosophy and approach.
Interviewer No. 1 emphasizes the idea that teachers are perpetual learners, highlighting the ongoing
need for continuous education to develop and implement effective teaching strategies, especially to
promote inclusive education. This dedication extends beyond routine responsibilities, requiring a
readiness to surpass prescribed standards and norms. In order to establish an inclusive, fair, and just
classroom environment, Interviewer No. 1 advocates for a broadened perspective that looks beyond
the confines of conventional expectations. This perspective necessitates an unwavering
determination and an enduring commitment to providing learners with the best possible education.
By fostering an inclusive and welcoming classroom, Interviewer No. 1 envisions creating a space
where all students can thrive, underscoring the profound responsibility and dedication inherent in
the role of an educator. Interviewee No. 2 shares her insights into the advantages of peer support,
acknowledging that when a learner with special education needs encounters challenges, such as
difficulty in following instructions or falling behind in lessons, their peers step in to offer assistance
and guidance. According to her observations, the awareness and adaptability of the peers to the
learner's needs make the presence of a student with special needs seamlessly integrated into the
learning environment. While recognizing the merits of the peer support approach, it is important to
find a balance. It is crucial to strike a harmonious blend between individualized and personalized
support provided by the teacher and collaborative assistance offered by peers. Acknowledging both
the benefits and limitations of the peer support model, emphasizes the necessity of a thoughtful and
balanced approach to ensure effective and comprehensive support for students with special
education needs. Again, Interviewer No. 3 expresses his lack of opportunity to experience such
circumstances.

Table 9. Holy Cross College readiness in implementing inclusive education.

Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.

Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

As a teacher in Holy I would say “yes”. Not really, unless the With the current
Cross College, do there is a need to school hire teaches technologies that we
you think our school implement program solely for students have, I think the school
is ready to that will cater the with special needs. needs a lot to consider
implement inclusion needs of the student Inclusion is easy to especially the teachers
in education? with learning do, but it is a different who will handle learners
difficulties. topic if we actually with special needs, the
include all types of proper facilities that will
student in one cater the needs of the
classroom to join a learners, etc.
 normal class.

Table 9 emphasize the opinions of the interviewees link with the readiness of Holy Cross
College in implementing inclusion in education. Interviewee No. 1 concurs that Holy Cross
College recognizes the necessity of initiating programs to address the needs of students facing
learning difficulties. With a rich history of 78 years in delivering quality education, HCC is well-
equipped to expand its services. Despite catering to a diverse student population from across
Pampanga, HCC should take proactive steps in officially transforming every classroom into a
welcoming and inclusive space for students with special education needs. This commitment reflects
a dedication to providing a supportive educational environment that accommodates the diverse
learning requirements of all students at Holy Cross College. Conversely, Interviewers No. 2 and 3
convey nuanced sentiments on this matter, suggesting that certain prerequisites must be fulfilled
before embracing inclusion in education. Interviewer No. 2 emphasizes the necessity of having
specialized teachers in special education dedicated to exclusively managing students with special
needs. This approach aims to uphold the quality of education for students with special needs. While
recognizing the attainability of inclusivity and catering to diverse learners, Interviewer No. 2
underscores the potential challenges associated with combining students of various needs within a
single regular classroom. Interviewee No. 3 underscores the importance of taking into account
teachers who may not possess the necessary skills and training to effectively handle learners with
special needs. This perspective draws attention to the potential challenges that educators might face
in adapting to the diverse requirements of students with special needs. Additionally, Interviewee
No. 3 highlights the crucial role of technology and proper facilities in meeting the needs of these
students. This emphasis on technology and facilities suggests that the implementation of inclusive
education requires comprehensive support systems, encompassing not only teacher training but also
the integration of appropriate resources and infrastructure to create an environment conducive to
the success of all students, regardless of their learning needs.

Table 10. Ways to make Holy Cross College inclusive.

 Interviewee No. 1. Interviewee No. 2. Interviewee No. 3 Mr.
Question
Mr. Rodel Nogot Ms. Erica Esguerra Ephraim Matias

How do we make If there is the By creating activities Hire professional

our school existence of inclusive, that will cater all teacher with
inclusive? just and fair types of students specialization of special
classroom instruction. differentiated education and invest on
Also, the instruction instructions are the technology that may
caters the needs of helpful in making a help the learners with
every student not only classroom/school special needs.
of those “regular” inclusive.
student but also the
learners with special
needs.

Table 10 exhibits the insights of the interviewees on how tot make Holy Cross College
inclusive. Interviewee No. 1 emphasizes the significance of delivering classroom instruction that is
fair and just, with the aim of cultivating an inclusive environment. This suggests that programs,
activities, and discussions should not only cater to the needs of typical students but also be
designed to benefit those with special education requirements. The overarching goal is to achieve
inclusivity in the school by ensuring that instructions contribute to equitable academic growth for
all learners, including those with special needs. This perspective underscores the importance of
creating an educational environment that embraces diversity and ensures that every student,
regardless of their learning needs, has equal access to meaningful and enriching educational
experiences. Interviewee No. 2 echoes similar sentiments, placing significant emphasis on the
meticulous curation of personalized and differentiated activities. The goal is to bridge the learning
gap between students with special needs and their peers, actively promoting an environment of
equitable learning. By tailoring activities to the unique needs and abilities of each learner,
Interviewee No. 2 envisions fostering an inclusive educational setting where every student,
regardless of their individual requirements, can engage and progress effectively. Interviewee No. 3
outlines key steps toward achieving inclusive education, highlighting the fundamental importance
of hiring professional teachers specializing in special education. This step is seen as crucial for
ensuring the effectiveness of inclusive education. Additionally, Interviewee No. 3 emphasizes the
significance of investing in technologies, materials, and infrastructures. Such investments are
viewed as essential elements in the provision of inclusive education that is both of high quality and
effective. These proposed steps reflect a comprehensive approach, acknowledging the importance
of skilled educators and the necessary resources to create an inclusive learning environment that
meets the diverse needs of all students.

III. Conclusion and Recommendation

Conclusion

Drawing from the insights provided by Mr. Rodel Nogot, Ms. Erica Esguerra, and Mr.
Ephraim Matias, the researchers have concluded that Holy Cross College is in the process of
integrating inclusive education, yet it has not fully realized its potential. The interviews have
unveiled certain weaknesses among the teachers, indicating a less profound understanding of the
concept of inclusive education and the various categories encompassed within special education.
 During the inquiry, researchers conducted interviews with teachers, but encountered
instances where a few educators declined to participate, citing the absence of students with special
education needs in their classes. However, upon further investigation, it was revealed that some of
these teachers did, in fact, have students facing challenges in reading who were undergoing specific
programs to address their difficulties. This situation highlights a potential misconception among
teachers regarding the term "special needs." It appears that some may interpret this term narrowly,
associating it solely with individuals who have mental disabilities. However, the term encompasses
a much broader category. Students with special needs can include those experiencing difficulties in
focusing and comprehension, physical impairments, learning disabilities, behavioral and emotional
challenges, challenging life circumstances, and even those who belong to marginalized and
indigenous groups.

It is important to note that the teachers should not be solely blamed for their limited
knowledge on the topic, especially since they do not specialize in special education. Their
reluctance to answer sensitive questions does not necessarily stem from ill intent but rather from a
cautious approach, as they may be hesitant to label students without proper assessment from
experts and affirmation from the parents. This reluctance may be rooted in a genuine desire not to
appear discriminatory. However, the researchers assert that denying the needs of these students
may be more discriminatory than addressing and confronting their difficulties.

The researchers observed that the interviewed teachers exhibited limited understanding of
special needs education, relying predominantly on their firsthand experiences and limited
resources. Their responses reflected a surface-level knowledge, revealing a lack of profound
understanding and application of teaching methods tailored to the diverse needs of students with
special education requirements. This observation suggests the potential need for enhanced
professional development, resources, and training to equip teachers with a more comprehensive
understanding of inclusive education practices and effective teaching methods for students with
diverse learning needs. Addressing these gaps could contribute to a more informed and capable
teaching staff, fostering a more inclusive and supportive educational environment.

Upon comparing this research with the previous interview conducted with a special needs
teacher, Ms. Michelle Castro, notable differences have emerged. This discrepancy, however, can be
attributed to the lack of expertise among the teachers at Holy Cross College. The teachers,
primarily trained to deliver quality education within their specific disciplines, may find providing
special education to be beyond their current job expertise. It is essential to recognize that the
specialized field of special education demands a distinct set of skills and knowledge, which may
not be part of the general training received by teachers at Holy Cross College. And as mentioned by
Ms. Castro from previously conducted interview that it is difficult for regular teachers to handle 40
regular student and an additional special need student. Underscoring the importance of providing
additional support, training, and resources to educators to better address the diverse needs of
students with special education requirements.

In the era of increasing emphasis on inclusivity and diversity, it becomes imperative for
institutions like Holy Cross College to adapt to these changes and proactively take initiatives to
create a school community that is welcoming to individuals from diverse backgrounds. A school, as
a nurturing environment, should not only be dedicated to providing quality education to its regular
students but also strive to ensure that students with special needs find a safe space within HCC.
Fostering a school culture that celebrates individuality and accommodates all learners in their
various shapes and forms is a duty that aligns with the principles of inclusivity. Holy Cross
College, as a school with a hear, has an opportunity to lead by example, showcasing a commitment
to embracing diversity and providing an environment where every student feels valued and
supported. This approach not only aligns with contemporary societal values but also contributes to
the holistic development of each student within the school community.

This research has enlightened the researchers about the critical importance of education,
awareness, and specialization in special education for teachers in the pursuit of fostering an
inclusive classroom environment. Recognizing the significance of these elements becomes
paramount as they serve as the primary resources for teachers to understand the strategies and
teaching methods required to effectively handle diverse learners and provide the education they
need.

In a world where information is easily accessible with just a click, the researchers believe
that there are numerous avenues for teachers to gain insights into the needs and strategies for
handling diverse learners. The research emphasizes the ongoing need for teachers to engage in
continuous learning, ensuring they remain equipped with the knowledge and skills necessary for
creating inclusive and supportive educational environments.

Recommendation

With the responses of Mr. Rodel Nogot, Ms, Erica Esguerra, and Mr. Ephraim
Matias, the researchers have come up with the recommendations below:

To the Holy Cross College Administration, as the researchers discovered limited

understanding among the teachers at Holy Cross College regarding the needs of students with
special requirements. This deficiency is attributed to a lack of exposure to such learners and the
absence of essential education in this area. The researchers propose implementation of seminars,
programs, and sensitivity training for all faculty members. Our recommendation stems from the
belief that providing comprehensive training opportunities will broaden the understanding of
special education among teachers. These initiatives will empower educators with the knowledge
and skills necessary to foster an inclusive and supportive environment, ultimately eliminating
discrimination and creating a welcoming atmosphere for diverse students. These measures will not
only enhance the overall educational experience for students with special needs but also contribute
to the creation of a more inclusive and equitable learning environment at Holy Cross College.

Equipping teachers with the essential knowledge and skills for inclusive education not only
addresses the immediate needs of students with special requirements but also presents a valuable
opportunity for the professional growth of educators. By fostering a more inclusive learning
environment, teachers can expand their expertise and enhance their ability to cater to a diverse
range of student needs.Furthermore, this initiative holds the potential to reduce the stigma and
dispel negative preconceived notions that students and teachers may harbor towards those with
special needs. As teachers gain a deeper understanding and practical skills in handling diverse
learning styles, it contributes to creating a more empathetic and supportive school community.
Importantly, the benefits extend beyond students with special needs. Regular students stand to gain
from an inclusive educational approach as well. Exposure to diverse learning experiences fosters
social awareness, sensitivity, and the development of compassion among students. In this way, the
entire student body has the opportunity to grow into more caring and socially conscious
individuals, creating a positive ripple effect throughout the entire educational community.

If Holy Cross College is genuinely committed to optimizing its provision of special

education, it becomes imperative for the institution to consider the recruitment of specialized
special needs education teachers. While trainings, seminars, and programs are undoubtedly
beneficial, there are inherent limitations to what they can achieve. Expertise in the field is essential
to ensure that the school not only offers special education haphazardly but is capable of delivering
high-quality and effective inclusive education. The introduction of specialized educators dedicated
to addressing the unique needs of students with special requirements will contribute significantly to
the overall success of inclusive education at HCC. These professionals bring a depth of knowledge
and practical experience that goes beyond what general training initiatives can provide. Their
expertise will serve to establish a foundation for a more thoughtful, nuanced, and effective
approach to inclusive education, fostering an environment where all learners, regardless of their
challenges, can thrive and emerge as equally competent individuals. In essence, investing in
specialized special needs education teachers aligns with HCC's goal of not merely offering special
education but ensuring that it is of the highest quality, thereby promoting the development of well-
rounded and capable learners, irrespective of their disadvantages.
 Furthermore, based on insights gathered from previous interviews with Ms. Castro, it has
become evident that there is a discernible need for the inclusion of shadow teachers. These
dedicated professionals play a crucial role in taking additional steps and offering supplementary
guidance to students with special needs mainstreamed into regular classroom setting.

To the teachers of Holy Cross College, as educators, it is imperative to recognize the

perpetual demands and expectations that society places on teachers, which is why this profession is
often regarded as the noblest. The commitment and dedication required extends beyond the
confines of the classroom to encompass both students and society at large. Teachers must
understand that being an educator requires boundless patience, profound understanding,
unwavering diligence, intrinsic motivation, and an unwavering passion. Even for those not
specialized in Special Needs Education (SNEd), a proactive approach is indispensable. Teachers
should continually seek out best practices and utilize all available resources to address the unique
needs of their learners. In the realm of inclusive education, the significance goes beyond mere
content, instruction, and textbooks. The most crucial elements stem from the heart, driven by
compassion, and a deep commitment to the profession. Teaching, particularly in inclusive settings,
demands an open-minded perspective that comprehends the heightened sensitivity, care, and
understanding required when working with diverse learners. It underscores that applying the same
level of effort as for regular students is insufficient. The key lies not just in equality but in equity—
providing tailored support that acknowledges the individual requirements and distinct challenges of
each learner. This perspective emphasizes the need for educators to go above and beyond,
recognizing that genuine inclusivity is rooted in an empathetic and personalized approach that
extends beyond the academic realm.
IV. Documentation