Impact of Inclusive Education on Classroom Key Players in Mainstreamed School: Contextualizing Integrated Training Design

Abstract

INTRODUCTION

Inclusive Education is not new in the system of education. Through the inclusive program of the Department of Education, these students with special needs were able to collaborate with regular teacher and students. There are challenges encountered specifically by regular teachers, regular students and learners with special needs. The impact of inclusive education to classroom key players are determined and how they perceive inclusive education which basically needs attention to address issues and concerns that contribute to the successful implementation of Inclusive Education in the country.

METHODS

A quantitative descriptive design and researcher-modified-survey questionnaire were used. There were 27 teachers, 400 regular students and 36 learners with special needs respondents from Tagaytay City Central School from the City of Tagaytay. Learners with special needs in the regular classroom were assisted by their teacher. The teachers and students who are under the inclusive program were all included.

RESULTS

The study showed that Inclusive education has a great impact on teachers and regular students while moderate impact only to learners with special needs. As perceived, inclusive education asan opportunity in bridging between regular students and learners with special needs. Establishing a harmonious relationship, the realization of goal and provision accepting everyone, enhancing learners' creativity, critical thinking and collaboration likewise bridge diverse learners. Recognizing self-importance is the most dominant factor in an inclusive classroom setting. Teaching and learning as an opportunity to demonstrate helpfulness, sharing of ideas, assurance that no one will be left behind and the willingness to help others. The lack of available and sufficient materials beneficial to both regular and students with special needs deemed as a hindrance.

DISCUSSIONS

Teachers, regular students and students with special needs' positive outlook on inclusive education is prevalent because it served as a gateway to perform, collaborate, interact and establish relationships in a different perspective of inclusive classroom settings. Classroom management is the most impacted component of inclusive education in mainstreamed schools and in discovering talents and skills while assessment has the least impacted component because it acted as a spring board, a basis for improvement.