This quantitative correlational study examined the perceived impact of mainstreaming on the academic achievement and social integration of students with special needs, as viewed by 83 teachers and 60 parents within the Division of Rizal, District of Jalajala. Utilizing surveys and statistical analyses, including one-way ANOVA and Pearson correlation, the study explored relationships and differences in perceptions based on respondents' demographic profiles. Findings revealed that teachers generally perceived limited academic benefits from mainstreaming, particularly in areas such as subject comprehension, schoolwork completion, and test performance. In contrast, parents observed significant social gains, especially in classroom participation and peer relationships, although participation in extracurricular activities and group work remained limited. ANOVA results showed no significant differences in perceptions based on teacher or parent profiles, except for minor variations influenced by age and teaching experience. Notably, a significant positive correlation was found between academic achievement and social integration, underscoring the interconnectedness of these outcomes. Based on these findings, an action plan was proposed to enhance mainstreaming practices by focusing on instructional support, inclusive engagement, professional development, and continuous monitoring.
Mildred D. Gatchalian (Tue,) studied this question.