Readiness of Accommodating Teachers of Inclusion Based on Knowledge, Skills and Attitude: A Premise for Support Program

Abstract

INTRODUCTION

Accommodating teachers are the center stage in implementing Inclusive Education. Their readiness of competency in handling children with disabilities in inclusive setting in terms of knowledge, skills and attitude (KSA) are prerequisites for a successful Inclusive Education. Even though there are special education teachers, the success of creating a Least Restrictive Environment in inclusive classroom for children with disabilities is one of the main responsibilities of accommodating teachers.

METHODS

The study involved quantitative phase that aimed to describe the level of knowledge, skills and attitude of the teachers towards inclusive education, with the use of questionnaires, situational tests and skills observation guide. The qualitative phase aimed to describe the administrators' perspective with regards to the readiness of accommodating teachers in handling students with disabilities with the use of thematic analysis. A total of sixty-two (62) accommodating teachers and six (6) school administrators from pilot schools of top four most populated cities in the province of Cavite were the respondents of the study.

RESULTS

Findings from the study showed that the accommodating teachers in inclusive schools in Cavite are minimally ready in handling students with disability in inclusive setting.

DISCUSSIONS

It is concluded that in order to address the needs of accommodating teachers and to increase the level of knowledge, skills and attitude, teachers need to undergo training and seminars on inclusive education. A proposed program has to be created to give emphasis on the area of concern for each inclusive education elements: Knowledge, Skills and Attitude (KSA). Thus, a set of six different activities will be included in a proposed program, entitled TRAINED: Teachers` Readiness in Attaining INclusive EDucation. TRAINED was designed and will be implemented to enhance teachers` understanding and capacity building in handling children with disabilities in inclusive setting.