Peer Program for Pupils (3Ps) : An Intervention to Address the Needs of SPED Receiving Teachers

Abstract

INTRODUCTION

Inclusive education embraces the philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents, and community. It becomes possible when Learners with Special Educational Needs (LSENs) are admitted inside regular classrooms. This strategy is used to increase the participation rate of learners as stated in Department of Education Order No. 72 s. 2009. However, according to the regular teachers or Special Education (SPED) Receiving Teachers, this inclusion faces many challenges such as lack of proper training, lack of materials and support from parents and stakeholders. In this study, the Peer Program for Pupils (3Ps) was used to address the needs of SPED Receiving Teachers. This involved a series of training, workshops, and conferences for the SPED Receiving Teachers.

METHODS

his study utilized the qualitative and quantitative methods of research. In determining the challenges encountered by the SPED Receiving Teachers qualitative method was used while the quantitative method was used in determining how can 3Ps intervention address the needs of SPED Receiving Teachers.

RESULTS

The initial findings in this study revealed that SPED Receiving Teachers found many problems in handling LSENs such as lack of proper training regarding accommodation, curriculum modification, delivery of instructions and behavior management. When 3P's have been implemented by giving the teachers the necessary training and suggested different strategies in accommodating and managing LSENs in the regular classroom, the point of view of the teachers turned out positively. The problems and issues they raised before the 3P's intervention were answered during the SLAC session.

DISCUSSIONS

The researcher recommends having proper endorsement from the SPED Teachers to the SPED Receiving Teachers upon admission of the LSENs in the regular class. The receiving teachers must have prior knowledge about the child under inclusion. The school administrator must ensure that the policies and guidelines are strictly followed and implemented in school. He/She should monitor the services rendered by SPED Receiving Teachers and SPED teachers, other school personnel and parents and commend their support and dedication. The school must establish linkages with stakeholders like government and non-government agencies for additional resources and support for the implementation of the program. Moreover, continuous studies may be conducted to further improve this program.