Education is an elemental right one should receive and enjoy. it is the most powerful and effective tool to improve one's life. Learning does not exempt anyone who yearns to be educated including persons with disabilities. Education is for all. it knows no bounds - no gender, no race, no religion, no language, no disability. education for all directs every human to "should" go to school in any condition to achieve the goal of education and to be a contributor to the society.
DepEd Order 72 s. 2009, known as Inclusive Education as Strategy for Increasing Participation Rate of Children, Mandates everyone to address the problem on non-participation of most millions of children with disabilities all over the philippines. Students with special needs are now guaranteed to avail and enjoy educational opportunities together with the regular students in a regular classroom. however, not everyone avail this opportunity. Many are still not aware of this program, if not, hesitant for some reason. Problems, challenges and issues concerning this program still need to be addressed. Questions like "Are public schools ready enough to cator students with special needs?" "Are teachers equipped enough to handle different students with different disabilities?"
The researcher, herself, who happened to be a regular classroom teacher, deliberated her experiences having students with special needs in her regular class. At first, she really did not know what to do due to her lack of knowledge about the program. She kept on complaining and requesting to have her students with special needs to be transferred to a SPED class or to other sections but only to no avail because of inclusions. she had no choice then but to accept them for who they are, including their inabilities for many things and find ways how to handle them properly. She really had a hard time managing these kinds of students. Struggle is real for her.
With all the aforementioned issues and concerns, the researcher was prompted to conduct a study entitled, Inclusive Education: "Its Effectiveness Towards Improved Performance of Students with Special Needs."
The Researcher employed Descriptive method of research in this study with the questionnaire as data-gathering tool. it deals with the prevailing conditions about the effectiveness of Inclusive Education to the improved performance of the students with special needs. The respondents Utilized in this study were composed of 124 teacher out of 620 teachers in the selected four (4) public elementary schools in the congressional District 2, Division of Quezon City, During School YEar 2018 - 2019. Twenty percent of the total teacher population of the selected four (4) public elementary schools were used for the sampling distribution namely: Commonwealth Elementary School with 44 respondents out of 219 total teacher populations, Manuel Luis Quezon Elementary School with 34 respondents out of 170 teachers, Payatas B Elementary school with a total total of 131 teachers, 26 of them were employed as respondents, and Pres. Benigno Aquino Elementary School with 20 respondents out of 100 teachers. there are 124 total respondents representing twenty percent of the 620 total teacher population of the four public elementary schools in CD II.
Quota sampling procedure was used in the selection of the respondents from the four (4) selected public elementary schools in the research venue. the researcher used twenty percent of the total number of teacher population per school. By coordinating with the master teachers in charged in SPED and Inclusive Education in the Four selected school, the researcher was able to get the total teacher population and identified the twenty percent total respondent of every school 

47 pages : portrait ; 21 cm x 29.7 cm.
Basic Research - Manuel Luis Quezon Elementary School, 2019