Implementing inclusive Education as Experienced By Paaralang Sentral Ng Mataasnakahoy General Education Teachers

Abstract

INTRODUCTION

Since the past two and half decades, inclusive education is being the most advocated program for children with disabilities in the education system. Teachers play a vital role in the effectiveness and workability of the program. However, difficulties inherent in the process are major setbacks to wider the execution of inclusion. In this study, I seek to answer what are the challenges do teachers experience in implementing inclusive education.

METHODS

A descriptive research design was used. Using a quantitative method of data analysis, I conducted survey questionnaires to get a response of the respondents. Forty general education teachers were used as respondents of this study.

RESULTS

The study proves that general education teachers faced many challenges in diversity of learners wherein they have an inadequate understanding of the multiple theories and concepts of learning styles; curriculum mainly the lack of knowledge to provide activities and use different materials appropriate to the learners; assessment specifically insufficient appreciation of the value of testing as a tool to improve instruction and learning performance and personal growth and professional development for they are uninformed with the current developments in education.

DISCUSSIONS

The results of this study must be attending immediately to make learning in inclusive education more fruitful to children with special education needs and improve the quality of teaching of general education teachers. They should be equipped with lots of training and seminars because they are key drivers and implementers of education at the school level. They largely determine whether inclusive education will succeed or not. Moreover, collaboration among all stakeholders is necessary to maintain the goodness of the teaching process through being resourceful in solving the difficulties at hand.