Perceived Readiness and Epistemological Beliefs and attitudes on Inclusive Education of Teachers of San Juan East Central School: Basis for an Intervention Program

Abstract

INTRODUCTION

Inclusion has become a vital piece of the reform initiative to improve the delivery of services to students with disabilities by focusing on the placement of these students in the general education setting. Creating a climate and designing instruction that supports learning for all students in the general education classroom is a major function of the teacher. Kennedy, Banks & Grandin (2011) suggested some effective practices for CSN including differentiated instruction through accommodations, modifications and individualized adaptations focusing on their strengths and opportunities for achieving their maximum potential.

METHODS

The study utilized the descriptive method of research through the survey technique deemed appropriate to the problem which was designed to find out the readiness, epistemological beliefs, and attitudes on inclusive education. The respondents of the study were 40 regular education teachers in San Juan East Central School. The questionnaire was the major instrument used in gathering data which was divided into three sections namely demographics, readiness, and attitudes towards inclusion. Data were gathered through conducting the survey using the questionnaire prepared by the researcher. Weighted mean was computed to describe the perceptions of the respondents.

RESULTS

Majority of the respondents are holders of bachelor’s degree and have been in the teaching profession for more than 10 years. The respondents claimed that they are ready for inclusion in terms of knowledge, and training. There was no significant difference in their beliefs about the inclusion of children with special needs and there was also no significant difference in their attitudes about the inclusion of children with special needs. However, there was a significant positive correlation between readiness and belief and attitudes. This connoted that as the perceived readiness of respondents increases, their attitude and beliefs likewise increase. Based on the preceding findings, an intervention program was drafted for possible adoption by San Juan East Central School.

DISCUSSIONS

The administrators may use the results of this research for decision making and policy making. The teachers may need to be more reflective of their role as facilitators of learning. The future researchers may look into other aspects of inclusion like the role of principals, perception of parents, and acceptance of regular students toward children with special needs.