ABSTRACT
This action research determined the impact of the Collaborative Monitoring Strategy (CMS) between SNED and regular teachers on the performance of learners under the Inclusion Program at Rosario East Central School. Specifically, it examined learners' performance before and after the implementation of the intervention in terms of academic performance, classroom participation, attendance, behavior, and attainment of individualized learning goals. The study employed a quantitative action research design using a one-group pre-intervention and post-intervention approach. A total of 22 learners under the Inclusion Program participated through total enumeration sampling. Data were gathered from official school records, including quarterly grades, attendance records, classroom participation rating sheets, behavior monitoring checklists, and Individualized Education Plan (IEP) progress monitoring forms. The collected data were analyzed using the mean and mean difference to determine changes in learner performance before and after the intervention. The findings revealed that the Collaborative Monitoring Strategy positively influenced learners' performance. Academic performance increased from a mean of 76.50 to 77.22, classroom participation improved from 2.68 to 3.09, behavior ratings increased from 2.82 to 3.27, and attainment of individualized learning goals improved from 2.23 to 2.59, while attendance remained consistently high throughout the implementation period. The results indicate that collaborative monitoring strengthened teacher collaboration and enhanced learner engagement, positive behavior, and progress toward individualized learning goals. The study concludes that the Collaborative Monitoring Strategy is an effective school-based intervention for improving the implementation of the Inclusion Program. It is recommended that the strategy be institutionalized in the school, continuously implemented by SNED and regular teachers, and adopted by other schools to strengthen inclusive education and improve learner outcomes through sustained collaborative practices.
Keywords: collaborative monitoring, inclusive education, SNED, regular teachers, individualized learning goals
CONTEXT AND RATIONALE
The Department of Education (DepEd) continuously promotes inclusive education to ensure that every learner, regardless of ability, disability, or educational need, receives equitable access to quality basic education. Inclusive education recognizes diversity among learners and encourages schools to create learning environments where learners with disabilities can participate meaningfully alongside their peers. This commitment is strengthened through the implementation of the Inclusive Education Act (Republic Act No. 11650), which emphasizes the shared responsibility of schools, teachers, parents, and communities in providing appropriate educational support to learners with disabilities. Furthermore, DepEd has long institutionalized Special Needs Education (SNED) through DepEd Order No. 26, s. 1997 and DepEd Order No. 11, s. 2000, which require school divisions to establish SPED Centers that serve as resource centers supporting regular schools, conducting continuous assessment, and providing technical assistance to regular teachers.
In support of this mandate, DepEd has issued various policies emphasizing collaboration among educators in implementing inclusive education. DepEd Order No. 72, s. 2009, or the Inclusive Education Program for Children with Special Needs, clearly identifies the complementary roles of SPED teachers and regular teachers. The policy states that regular teachers should collaborate with SPED teachers in planning instruction, curriculum modification, and learner monitoring, while SPED teachers are expected to provide technical assistance, assessment, and intervention strategies. Such collaboration ensures that learners with disabilities receive appropriate accommodations while remaining active participants in regular classroom instruction.
The Department further reinforces inclusive education through the Basic Education Development Plan (BEDP) 2030, which identifies inclusive, equitable, and learner-centered education as one of its strategic priorities. The BEDP highlights the importance of strengthening instructional supervision, monitoring and evaluation mechanisms, and collaborative practices among teachers to improve educational outcomes for learners in situations of disadvantage. Likewise, recent DepEd memoranda on the refinement of Special Needs Education (SNED) policies and the development of collaborative expertise learning resource packages demonstrate the Department's continuing effort to improve teacher competence and collaboration in implementing inclusive education programs nationwide.
At Rosario East Central School, the implementation of the Inclusion Program has enabled learners with disabilities to access learning opportunities within regular classrooms. The school recognizes that successful inclusion depends not only on placement but also on sustained collaboration between SNED teachers and regular teachers. While both groups perform their respective responsibilities diligently, variations in classroom practices, instructional modifications, progress monitoring, and communication sometimes result in inconsistencies in addressing learners' academic and developmental needs. These challenges highlight the necessity of establishing a more structured collaborative monitoring system that promotes shared accountability for learner progress.
Collaborative monitoring refers to the systematic partnership between SNED teachers and regular teachers in planning, observing, documenting, assessing, and evaluating the learning progress of learners under the Inclusion Program. Through regular classroom observations, case conferences, monitoring tools, learner progress reviews, and continuous feedback, both teachers are able to identify learner needs promptly and implement timely interventions. This collaborative process also strengthens instructional decision-making, ensures consistency in implementing accommodations, and enhances professional learning among teachers.
Despite the growing implementation of inclusive education, there remains limited school-based evidence regarding the effectiveness of collaborative monitoring practices on the academic performance and overall development of learners under the Inclusion Program. Many schools continue to focus on compliance with inclusion policies while giving less attention to evaluating how collaborative practices influence learner outcomes. Consequently, there is a need to generate localized evidence that will guide school administrators and teachers in strengthening collaborative systems that directly support learner achievement and inclusive classroom practices.
This action research seeks to determine the impact of collaborative monitoring between SNED and regular teachers on the performance of learners under the Inclusion Program at Rosario East Central School. Specifically, it aims to examine how collaborative planning, regular monitoring, classroom observation, feedback mechanisms, and instructional adjustments contribute to learners' academic performance, classroom participation, attendance, behavior, and attainment of individualized learning goals. The findings are expected to identify strengths and areas for improvement in the school's collaborative monitoring practices and provide evidence-based recommendations for enhancing inclusive education.
Ultimately, this study supports the vision of the Department of Education to provide quality, accessible, relevant, and liberating education for all Filipino learners. It also aligns with Republic Act No. 11650, the Inclusive Education Program under DepEd Order No. 72, s. 2009, the institutionalization of SPED through DepEd Order No. 26, s. 1997 and DepEd Order No. 11, s. 2000, and the strategic directions outlined in the Basic Education Development Plan (BEDP) 2030. By strengthening collaborative monitoring between SNED and regular teachers, Rosario East Central School hopes to improve learner outcomes, promote inclusive teaching practices, and establish a sustainable model of collaboration that may be replicated by other schools implementing inclusive education programs.
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