Readiness of School Facilities for Inclusive Education: A Focus on Accessibility and Adaptability

Abstract

This study assessed the readiness of public schools in Basud District, Camarines Norte, for inclusive education, focusing on the accessibility and adaptability of school facilities to support diverse learning needs. A quantitative descriptive–correlational research design was employed, and data were collected from 68 respondents, including school leaders, teachers, and Senior High School Coordinators during the School Year 2025–2026. A validated researcher-made questionnaire examined the availability of facilities, the level of readiness for inclusive education, and challenges encountered by school administrators. Descriptive statistics and Somers’ Delta correlation were used for analysis. Findings revealed that schools demonstrated moderate to good readiness in infrastructure, sanitation, and general safety facilities; however, notable gaps persist in accessibility features for learners with disabilities. Limited assistive technologies, Braille signage, accessible sanitation adaptations, and safety equipment were identified as critical areas needing improvement. Correlation analysis indicated that classroom, sanitation, and safety facilities significantly influence school readiness for inclusive education. The study concludes that infrastructure alone does not ensure readiness for inclusive education. Accessible and adaptable learning environments are essential to effectively support diverse learners. Based on these findings, Project ACSSIE (Advancing Classroom, Sanitation, and Safety for Inclusive Education) is proposed to strengthen the readiness of school facilities for inclusive education in Basud District public schools.