The Readiness of Teachers on the Implementation of Inclusive Education Program: Basis for Intervention Program

Abstract

Inclusive Education program teachers play a vital role in educating learners with special needs. This study focuses on the level of readiness of Inclusive Education Program Teachers and the problems or challenges that they have encountered during the implementation of the program. The study used a descriptive method. The populations of the study were one hundred thirty-six teachers of the five selected public elementary schools through simple random technique by using the Slovin’s formula. The main instrument used was a modified survey questionnaire obtained the respondent’s profiles: age, gender, highest educational attainment and teaching rank or their classification and their level of readiness in terms of Attitude, Knowledge or Skills, Pre-enrollment System and Instructional Management. The quantitative data were evaluated and interpreted using appropriate statistical tools. Also, interviews were conducted. Teacher-respondents have the highest concentration of the age bracket of 46 year old and above, female, with bachelor’s degree, and with teaching rank/classification of Teacher 1. The researcher concludes that the level of readiness of teacher respondents in terms of Attitudes, Knowledge or Skills, Pre-Enrollment Procedures and Instructional Management toward Inclusive Education Program was with verbal interpretation, substantially practiced which means that there is much evidence that the statement is true, but there are a few practices that could be strengthened. Some issues on the implementation of Inclusive Education Program were also noted and elaborated. Thus, the over-all mean shows that there was no significant difference between the Level of Readiness of Inclusive Education Program Teachers when grouped according to respondents profiles thereby to accept the null hypothesis. The researcher highly recommends that it is deemed essential to implement the proposed Intervention Program for Inclusive Education Program Teachers brought about by the results of this study. As this study unveils new problems, future researchers could explore other possible factors that lead to Inclusive Education Program teachers to be more involved and active into the program and seek for the outcomes as well.