Breaking Teachers Negative Perspective Towards Teaching Pupils with Specific Learning Disabilities

Abstract

INTRODUCTION

In emerging countries such as the Philippines, the course of crafting an Inclusive Education system is challenging. Issues such as funding, support in the administrative and policy level, and well-trained teachers/personnel stand major challenges holding back the development. Key factors influencing the success of Inclusive Education include awareness among teachers. Thus, the action research seeks to identify the different perspectives of selected teachers towards teaching pupils with Specific Learning Disabilities in an Inclusive Education.

METHODS

A Qualitative approach was used to examine and assess teachers' knowledge on Inclusive Education, awareness of different learning disabilities, their perspectives in term of handling and teaching them and their perceptions in handling pupils with "red flag" SLDs. An oral interview was conducted to selected teachers in Sto. Niño Elementary School in San Mateo, Rizal. In an effort to mark the profile of the teachers involved in the study, the researcher gathered the information through an oral interview and asked about their age, gender, grade level, educational background, years of work experience, and their knowledge on Inclusive Education as well as Specific Learning Disabilities.

RESULTS

The result of the said interview showed that 15 out of 15 or 100% of the teachers said that they did not have any idea or knowledge about InclusiveEducation, showing their lack of awareness on Inclusive Education. 14 out of 15 or 93.33% of the teachers have experienced handling pupils that present behavioral difficulties, difficulty in understanding a certain lesson, and pupils that are diagnosed with ASD and Speech Delay.

DISCUSSIONS

All the interviewed teachers said that it is OK for them to handle such pupils but there is always a "PERO" which leads to lack of information pertaining to Inclusive Education as well as training on how to Handle Pupils with Specific Learning Disabilities -main reasons why teachers have negative perceptions regarding teaching pupils with such disabilities. Scheduled one-on-one/group coaching was also given to selected teachers to address the problems presented. A Seminar-Workshop to all teachers on Inclusive Education as well as on Different Disabilities was provided for the teachers to make them fully equipped in handling all pupils in their classroom