Factors in Determining Pupils for Sped Referral: Basis for a School-Based Systematic Inclusive Education Program

Abstract

INTRODUCTION

This study explores the factors considered by the teachers handling pupils referred with disability at Banay-Banay Elementary School in determining pupils for SPED referral in order to create an inclusive education program.

METHODS

The respondents for this study were the 6 regular classroom advisers in Banay-Banay Elementary School, Cabuyao, Laguna who have pupils referred with disabilities in their regular class for school year 2018-2019. The method of collecting data for this study include in-depth individual semi-structured interviews and direct observations.

RESULTS

The first and the most prominent factor considered by the teachers is the behavior which includes the evidence hyperactivity. Second is the inability to read and pass the assessments implemented in public schools in a regular classroom setting. Third are the social skills. Fourth is their span of attention to which most of them from grade two to grade five have 2 to 5 minutes span.

DISCUSSIONS

Since Banay-Banay Elementary School is not a SPED Center; the teachers in this school were mostly general education practitioners. Teachers identified the pupils who will be referred to special education during their instruction through direct observations.