Proposed inclusive training program: Implications anchored on awareness and acceptance of teachers on legal mandates on inclusion in the Philippines

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ID: 285959
2020
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Abstract
Along the years, the Philippines have introduced Republic Acts and mandates geared towards promoting quality education for children with special needs [CSN], one of which is the DepEd Order 72, s.2009 which remains to be the basis for inclusive education practice. Because of these acts and laws mandated by the government, the teachers are then expected to know how to facilitate the learning of CSN in their mainstream classrooms. However, simply encouraging or mandating inclusive education practices do not guarantee better results. Across the world, teachers continue to relate their feelings of inadequacy and lack of preparedness in educating and teaching different types of learners, particularly those with disabilities (Chopra, 2009; Futernick, 2007; Kopetz & Nellie, 2009, cited in Smith & Tyler, 2011). Given the lack of teacher preparedness, this study dealt into the level of acceptance and awareness of general education teachers on the Philippines Legal Mandates for an inclusive education which was used as a basis for developing a proposed training model for teachers of mainstream classrooms that may aid in facilitating and teaching CSN included in their mainstream classrooms. The study made use of a mixed method research design. Quantitative and Qualitative data were collected using a researcher made survey questionnaire and an interview guide for the qualitative data. The participants of the study were pre-school to grade school regular classroom teachers from inclusive schools in Las Pinas, Muntinlupa, and Paranaque who have experienced handling CSN in their classrooms. Eighty-two (82) teachers participated in the surveys while 14 teachers were interviewed afterwards. Data were analyzed using descriptive statistics for quantitative data and thematic analysis for the qualitative data. Results from the quantitative data revealed that the teachers only had a moderate awareness for the itinerant service delivery option. Furthermore, the teachers were found to have the lowest mean for acceptance of self-containment and integration service delivery option and that the teachers needed to be not just aware of but also knowledgeable of these service delivery options as their awareness could stem from the teachers’ experience of these services in their respective institutions. Likewise, the results of the qualitative data from the teachers’ interviews revealed that the teachers were not knowledgeable on the legal mandates but that they were aware and were able to describe some delivery options contained in the DepEd Order as was revealed in the quantitative data. The teachers were also accepting of inclusive education
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persistent_1760657163_68f17f0b45de4 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Napicol, Joanne Clarisse J.
Journal Malay Journal
Year 2020
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_elmd/1
Keywords Keywords not found

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