Readiness of Regular Education Teachers for the Inclusion of Children with Special Needs: Basis for In-Service Training Program

Abstract

INTRODUCTION

The aim of the study was to describe the readiness of regular education teachers in the inclusion of children with special needs. The respondents of the study were 69 teachers in the 14 public elementary schools in the Municipality of Tanza.

METHODS

The study used a descriptive research design.

RESULTS

Salient findings include that majority of the respondents said they are substantially ready for the inclusion of children with special needs but still have few things to improve. In the seven domains used in measuring, interesting percent said they are partially ready in terms of the diversity of learners, community linkages, curriculum, social regard for learning, and planning, assessing and reporting.

DISCUSSIONS

Training seminars prioritizing the mentioned domains were the ones that should be provided to teachers. In addition, the author recommends that those in the higher ups must address the top challenges such as lack of experience in dealing with severe and profound disabilities, lack of awareness on inclusion, and lack of teaching strategies. Both the In-service trainings for regular teachers of the recommended domains and the top challenges should be delivered thoroughly where the future outcome of this study is the monitoring of teachers' progress as they undergo recommended in-service training programs.