Preparedness of Naga District III of Inclusive Education of Students with Disability

Abstract

INTRODUCTION

Inclusive Education is anchored on the right of all learners to a quality education that meets basic learning needs. It enriches lives, focusing particularly on a vulnerable and marginalized group, which also seeks to develop the full potential of every individual in the self-contained inclusion, and resource room program. In this study revealed that there was a very least participation on Inclusive Education despite the fact that we have the Republic Act No. 7277 "Magna Carta for Disabled Person and Department of Education Order No. 72 s.2009 on Inclusive Education", this study explored to know the reasons for a very low participation on inclusive education in the regular class of Naga District III.

METHODS

Multiple methods were used. The quantitative-qualitative analysis was utilized in the study specifically interviewed in order to reveal the completed and holistic views of respondents on their preparedness in the Inclusive Education Program. The respondents were composed (48) forty-eight Regular Elementary and High School Teachers of Naga District III. The questionnaire used was adapted from the UNESCO 2004 in line with Inclusive Education, and One hundred percent (100%) of the questionnaires were retrieved.

RESULTS

This study revealed that Naga District III is almost prepared in the inclusive education program of students with disabilities with a mean of 3.55. The study also exposed that special subject areas / extra-curricular activities are almost prepared, with a mean of 3.97 which is the highest, while teacher preparation is somewhat prepared with a mean of 2.80, the lowest.

DISCUSSIONS

The result revealed that there was a need of training and seminars on special education in preparing the instructional materials to be used in teaching students with disability, initiating orientation programs/activities focusing on different disabilities, strategies and techniques in handling students with disability, awareness on the assessment processes, and procedure, and other related services used in identifying students with disability, consciousness of the regular students, parents and community about students with special needs, and provide other related services supported by the Local Government Unit.