The study aimed to determine the effect of school practices and implementation barriers in sustaining inclusion realities. Furthermore, this attempted to determine if there is a significant relationship between the program of the learners with special educational needs and promoting inclusive education. Using a descriptive correlational study method, it involved 102 public elementary school teachers from 10 schools in the Ambray District, during the academic year 2021-2022. Self-made questionnaire was employed to measure the data about the organizational effectiveness of Ambray District in terms of school practices, implementation barriers and inclusion realities and teachers which undergone internal and external validation through the help of the panel of examiners and group of teachers. Results revealed that there is significant relationship between the school practices and implementation barriers and inclusion realities. However, it is clear to note based on the given results that inclusion realities have a significant correlation to school practices and the implementation barriers. Inclusion realities can truly be determined by the kind of practices exhibited by the school heads.