Addressing Barriers in IEP Implementation: Enhancing Teacher Preparedness and Resource Allocation for Inclusive Education

This study explores the challenges and potential solutions related to the implementation of Individualized Education Programs (IEPs) at Sta. Ana Central Elementary School in Davao City, Philippines. The purpose of the research is to identify barriers to effective IEP implementation and develop strategies to enhance teacher preparedness and resource allocation for inclusive education. Utilizing a qualitative case study approach, the research involves special education and general education teachers, school administrators, students with learning disabilities, and their parents. Data collection methods include semi-structured interviews, focus group discussions, classroom observations, and document reviews. Thematic analysis is employed to identify significant themes and patterns within the data. The key findings reveal several barriers to effective IEP implementation, including insufficient teacher training, limited resources, high workloads, large class sizes, and a lack of collaboration among stakeholders. Teachers reported feeling unprepared due to inadequate training and professional development, while limited resources, such as insufficient teaching materials and a lack of specialized support staff, further compounded these difficulties. Additionally, high workloads and large class sizes made it challenging for teachers to provide the individualized attention required for effective IEP implementation. The study also highlights the positive impact of community involvement and the need for culturally responsive teaching practices. The implications of these findings suggest that enhancing teacher training programs, increasing resource allocation, and fostering collaboration among educators, parents, and community resources are essential for improving IEP implementation. By addressing these barriers and leveraging community support, schools can create more inclusive and supportive educational environments for students with learning disabilities. Future research should focus on exploring the long-term impacts of these strategies and examining the role of community involvement and culturally responsive teaching practices in supporting students with learning disabilities.