Assessing Inclusive Education Implementation on Grade 10 English Classes in Dinagat Islands

              Abstract.

This study examined the implementation of inclusive education in Grade 10 English classes in selected public secondary schools in the Province of Dinagat Islands through the lens of Universal Design for Learning (UDL). Anchored on the principles of multiple means of engagement, representation, and action and expression, it aimed to determine the extent of UDL-aligned instructional practices as perceived by students and teachers. It also explored learners’ perceived outcomes across affective, cognitive, psychomotor, and assessment-related dimensions and identified factors that support or hinder inclusive teaching practices. An explanatory sequential mixed methods design was employed. The quantitative phase utilized structured survey questionnaires administered to 350 Grade 10 students and 180 English teachers to assess UDL practices and inclusion outcomes. This was followed by a qualitative phase using semi-structured interviews with 10 Grade 10 students and 10 English teachers to explain the survey results and provide deeper insights into classroom experiences, challenges, and enabling conditions. Thematic analysis was used to interpret qualitative data and complement the quantitative findings. The findings revealed that UDL-aligned practices are strongly evident in Grade 10 English classrooms, particularly in creating supportive learning environments, presenting lessons in varied, accessible formats, and providing flexible opportunities for learners to demonstrate their understanding. Teachers were likewise found to implement inclusive strategies that support learner diversity through scaffolding, differentiated instruction, constructive feedback, and flexible assessment practices. The study concludes that the application of UDL significantly strengthens inclusive English instruction by addressing learner variability and reducing barriers to participation and learning. Based on the findings, a plan to strengthen implementation is proposed further to enhance inclusive English instruction in the Dinagat Islands.

Keywords: Universal Design for Learning, inclusive education, English instruction, learner diversity, inclusive pedagogy, Dinagat Islands