Evaluating Inclusivity: A Critical Analysis of School Assessment Practices for Students with Learning Disabilities before Enrollment to Senior High School
Keywords:
Special Education, Learning Disabilities, Assessment Practices, Descriptive-correlation design, Lapulapu City, Philippines.Abstract
This study investigated the assessment practices for students with learning disabilities before their enrollment in senior high school at Babag National High School within the Department of Education Lapulapu City Division during the 2023-2024 school year, as a basis for formulating Enhanced Pre-enrollment Assessment Guidelines (EPEAG). A descriptive-correlation design was employed, with 35 SpEd teachers and 35 parents/guardians from the research locale serving as respondents. Frequency count, simple percentage, weighted mean, and correlation coefficient were utilized to statistically analyze the data. Findings showed that teenagers predominantly make up the population, distributed across various special conditions. It was found that several teachers are novices with advanced education but lack relevant training, while parents are mostly married, with many families having two to three children. Parents who attended school activities fall under the category of “Others.” Data reveal that the extent of assessing students with learning disabilities in their special needs condition, educational needs, previous individualized educational plans, earlier achievements, students’ experiences, and support needs before their enrollment in inclusive education are all observably practiced. Scientific results show that there was no significant correlation between the viewpoints of the two groups. It can be concluded that the assessment practices have been observed. However, the use of EPEAG is recommended, and further investigation is proposed along this line.
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