Intensifying Inclusive Classroom Education in Alitagtag Senior High School: Basis for Plan of Action

Abstract

INTRODUCTION

The education of special students requires greater commitment because of the existence of distinct circumstances. However, there is great debate over including students with disabilities, in particular students with learning disabilities, in inclusive classrooms. As observed in many schools in the Division of Batangas Province, the goals of education for all, particularly with special needs are not yet fully realized. With an innovative response to this particular situation in the learning of students with special needs, the researchers endeavor to provide the basic yet, effective guidelines for the implementation of an intensified inclusive education in Alitagtag Senior High School.

METHODS

This study employs the qualitative research design, specifically a phenomenological study. It is done through an interview in determining the challenges encountered by teachers in teaching learners with special needs. The roles of parents and teachers were also identified. Focus group discussion was also utilized to further validate the participants' assessment in their interview. No sampling is used in the study.

RESULTS

The data gathered revealed that the inclusive classroom education promotes equal opportunity for all, provides strong leadership for school administrators, and teachers must have different ways of teaching. This includes the lack of training, tedious tasks for differentiated instruction, inadequate resources, and lack of experience in dealing with students' disabilities. The roles of parents and teachers were also deemed by the participants as an essential part in forming inclusive education. Plan of action was then designed to offer better solutions in a concrete way and in a systematic manner to employ quality instruction and education for learners with special needs.

DISCUSSIONS

It was even capsulized in a project, also known as "Project CARE", which stands for C-ommunicate to learners by the heart and closely monitor their school's progress, A-ddress the various expectations and needs of learners, R-ecognize learners' effort even they do simple task/activities, E-mpower them by showing practical support in schools and classrooms and through the engagement of families and communities. With this approach, the researchers foresee that learners will not only receive quality education, but will also gain their self-confidence, reach their optimum ability, and develop their personal values despite their prevailing disabilities.