Knowledge and Perception of Anabu II Elementary School Regular Education Teachers on Special Education and Inclusion

Abstract

INTRODUCTION

The Department of Education, particularly Anabu II Elementary School, adapts to the demands of Special Education and Inclusion. This study aimed to discover the knowledge and perception of the regular teachers of the said school about SPED and its proponents such as mainstream and inclusive education.

METHODS

The data gathering consists of a structured interview and a descriptive survey. Quantitative and Qualitative approach was utilized to analyze the gathered data. The study reflected on the perception of teachers about special education and made an action plan to enhance their knowledge on the said topic.

RESULTS

Results of the study conferred in this research revealed that the regular education teachers of Anabu II Elementary School know little special education concepts. The need for teachers who have both the knowledge and the ability to instruct special-education students is more critical today than ever before. A national push to take students with disabilities out of isolation means most now spend the majority of their days in general-education classrooms, rather than in separate special-education classes. That means general-education teachers are instructing more students with disabilities. Since they focus on their own subjects and grade levels, they did not have the luxury of time to study special education unless it is really required or being implemented in the institution.

DISCUSSIONS

Anabu II Elementary School or AIIES has fifty-seven (57) permanent teachers. They advise their own sections in each grade level and facilitate their learning to gain a wide range of knowledge in subjects and train them to be functional citizens of the country. AIIES teachers follow the Department of Education's mission and vision and inculcate their traits in each lesson. Given the differences in each student, they make sure that everyone will learn, and no student will be left behind. As regular education teachers, they focus on different subjects and grade levels. The researchers would like to know the current stand of the regular teachers of the school regarding special education, particularly in inclusion because it is the least restrictive environment a child with exceptionality can achieve as placement in vertical development. The findings from this study have led the researchers to organize a Learning Action Cell session and enrich the teacher's teaching skills and strategies in handling students with exceptionalities.