Knowledge and Attitude of Administrators and Teachers of Paaralang Elementaryang Lucban Towards Mainstreaming of Children with Special Needs: Basis for The Development of Primer on Inclusive Education

Abstract

INTRODUCTION

As more CSN are being mainstreamed into the general education settings nowadays, there is a need for teachers to be more educated in the SPED field. Their attitude toward the admission of CSN in regular classrooms is considered one of the most important factors in its successful implementation. A few of them do not believe that CSN can be taught in the classroom while simultaneously teaching a large group of developing regular students. Attitudes are essential in the success of educating students with disabilities in regular education classrooms. It does not only refer to the attitudes of the classroom instructor, but also to the entire school including administrators and other stakeholders. As an administrator actively supporting equal education among children with special needs, the researcher investigated to what extent the knowledge variable relates with the attitude variable, as well as to create solution to address possible gaps.

METHODS

The study employed descriptive-evaluative method of research to determine the knowledge and attitude of PEL administrators and teachers towards mainstreaming of CSN. Descriptive-correlation method was used to determine if there is significant relationship between the knowledge and attitude of PEL administrators and teachers towards mainstreaming of CSN. Purposive sampling technique was utilized to identify the respondents of the study which include the administrators and teachers of PEL.

RESULTS

The results revealed that there is significant relationship noted between the knowledge and attitude of PEL administrators and teachers towards the mainstreaming of CSN which is an influencing factor in inclusive education. PEL administrators and teachers are less knowledgeable and have higher negative attitude towards the mainstreaming of CSN.

DISCUSSIONS

As administrators, they must remediate the problems met by the teachers towards mainstreaming of CSN to ensure that programs in inclusive education are accomplished. Being regular classroom teachers, they must support the administrators in their steps in providing relevant trainings and education that would help them in enhancing their knowledge about inclusive education. For future researchers, it is recommended that they further study the knowledge of PEL towards mainstreaming CSN in regular classroom and its impact on the academic performance of the CSN and regular students.