An In-Depth Analysis of Barriers to The Effective Implementation of Individualized Education Plans in SDO–Malaybalay City

Abstract

Inclusive education continues to challenge schools to move beyond policy compliance toward meaningful and responsive classroom practice. This study explored the barriers affecting the implementation of Individualized Education Plans (IEPs) in the Schools Division Office (SDO) of Malaybalay City, Philippines, and examined how schools sustain inclusive education despite existing limitations. Using a convergent parallel mixed-method design, the study gathered quantitative and qualitative data from twenty-six (26) teachers across ten public schools implementing inclusive education and SPED programs. Survey questionnaires, interviews, and focus group discussions were utilized to capture both measurable trends and lived experiences. Findings revealed that inclusive education practices were generally highly implemented, particularly in classroom adaptations, learner participation, and collaborative practices among teachers. Likewise, IEP implementation was perceived to be highly effective in supporting learner engagement, behavioral improvement, and policy compliance. However, teachers and school administrators consistently identified major challenges such as limited access to diagnostic services, insufficient instructional resources, excessive workload, complicated documentation processes, and inconsistent parental involvement. Correlation analysis further showed that inclusive classroom practices, learner participation, and family involvement significantly contributed to the effectiveness of IEP implementation. The study highlights that effective inclusive education is sustained not only through policies but through collaboration, compassion, adaptability, and continuous support among stakeholders. Based on the findings, the study proposed the S.T.R.O.N.G.-IEP+ Model as a contextualized framework to strengthen sustainable and learner-centered IEP implementation within Philippine public schools.