Regular education public school teachers' perception towards inclusion

Date of Publication

2017

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Thelma R. Mingoa

Defense Panel Chair

Maria Corazon C. Colendrino

Defense Panel Member

Jasper Vincent Q. Alontaga
Lilia B. Bautista
Christopher T. Que
Marie Paz E. Morales
Volataire M. Mistades

Abstract/Summary

The purpose of this study is to find out what is the perception of one hundred (100) regular education public school teachers regarding inclusive education, and what factors affect their perception. A questionnaire and an interview guide were used. Qualitative analysis was done to interpret open ended questions, while Fishers tests were used to analyze the quantitative data. The results of the study revealed that most of the regular education teachers are supportive of the ideals of inclusive education. However, most of them may be supportive but not willing to embrace the program, due to factors like the lack of teachers' training and formal education, class size, readiness of the learners with special needs, learners behavior and attitude, severity of the disability, discrimination, administration and teacher awareness and support. Also, there are details about the implementation of inclusive education that teachers in the regular classroom need to clarify. That is why this research is being done.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007715

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.

Keywords

Inclusive education; Public schools; Teachers

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