Abstract
This study aims to explore the implementation of inclusive practices within mainstream elementary schools catering to learners with special needs. Employing exploratory factor analysis (EFA), the study delineates crucial themes and structural dimensions that are vital for augmenting inclusive educational frameworks. A total of nine themes were identified, emphasizing pivotal areas such as social cohesion, inclusive learning environments, and challenges related to resource accessibility each critical for fostering supportive educational contexts. Furthermore, the EFA revealed five foundational dimensions, including Inclusive Special Education Support, Advocacy and Inclusive Education, Collaborative Professional Development, Confidence in Teaching Diversity, and Inclusion in School Activities. These dimensions are essential for outlining the infrastructural elements necessary for the effective integration of inclusive practices. The analytical process led to the development of an evaluative instrument comprising 64 rigorously validated items spread across these identified dimensions, which exhibited a high degree of reliability (Cronbach’s alpha = 0.976), thus confirming its suitability for measuring inclusive practices. The study also articulates targeted recommendations for diverse educational stakeholders’ school administrators, teachers, students, and the community. These recommendations stress the importance of resource allocation, the enhancement of professional development, the active fostering of inclusivity, and the engagement with community resources to cultivate a comprehensive inclusive environment. This investigation significantly enriches the academic literature by providing a validated measurement tool and detailed strategies designed to support the integration of learners with special needs into mainstream educational settings.
Keywords: Inclusive Education, Special Needs, Exploratory Factor Analysis, Exploratory Approach, Alamada, North Cotabato