L.D.ES. Receiving Teachers on SPED and their Views in the Implementation Practices of Inclusive Education

Abstract

INTRODUCTION

The Department of Education Region IV-A CALABARZON through the Curriculum Learning and Management Division conducted a series of training on Inclusive Education. And, 10% of LDES teachers were trained to handle and teach learners with special needs (LSENs) in regular classrooms through inclusive education. This advocacy of Department of Education aims to escalate the level of awareness and sustainability of Inclusive Education implementation practices geared with educational knowledge and skills. Inclusive education is a rising trend and this study focused to investigate the 10% of our receiving teachers on special education and their views on preparation of inclusive education and collaboration in a way to support their effort as a continuing advocate.

METHODS

This basic research employed a descriptive surveyed type of research wherein a questionnaire checklist was to distribute among our participants they were the receiving teachers for our learners with special educational needs. Likert Scale was used in rating the responses of the teacher's view on the implementation of Inclusive Education.

RESULTS

The 10% of receiving teachers of our learners as our respondents, viewed the implementation of Inclusive Education as responsive and currently seasoned advocacy for our learners with special needs. The 10% of them were very positive and willing to accept learners with special needs in their class provided that they will be trained and be updated on the trends on the implementation of Inclusive Education as part of their responses on the survey given to them.

DISCUSSIONS

Inclusive Education equipped and empowered pupils with special needs in a regular setting. Special children regardless of the exceptionality should be exposed in their community of learning that eventually made them as functional learners. Special education teachers and the receiving are encouraged to have continuous collaboration to inspire and motivate every special child to experience success and make them aware that they have a valuable purpose in the community they primarily in.