This study investigated the integration of diverse learners into mainstream classrooms in Lipa City, Philippines. Data were collected on 32 diverse learners, analyzing their demographic profiles, perceptions of integration, and academic performance. Results revealed that while the majority of students (aged 12-14) reported positive social integration, marked by feelings of acceptance and inclusion, perceptions of academic support and teacher preparedness were more mixed. Academic performance was generally average, with inconsistencies in assignment completion and classroom participation. Significant relationships were found between age, gender, learning diversity, and the length of integration, as well as overall perceptions of the integration process. These findings suggest a need for enhanced academic support, teacher training in inclusive practices, and improved accessibility within the school environment to fully support the successful integration of diverse learners in Lipa City.
Alfonso et al. (Mon,) studied this question.