Date of Publication

10-2-2020

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Teacher Education and Professional Development

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Ma. Cecilia Licuan

Defense Panel Chair

Thelma R. Mingoa

Defense Panel Member

Jasper Vincent Q. Alontaga
Abigail S. Rice

Abstract/Summary

Along the years, the Philippines have introduced Republic Acts and mandates geared towards promoting quality education for children with special needs [CSN], one of which is the DepEd Order 72, s.2009 which remains to be the basis for inclusive education practice. Because of these acts and laws mandated by the government, the teachers are then expected to know how to facilitate the learning of CSN in their mainstream classrooms. However, simply encouraging or mandating inclusive education practices do not guarantee better results. Across the world, teachers continue to relate their feelings of inadequacy and lack of preparedness in educating and teaching different types of learners, particularly those with disabilities (Chopra, 2009; Futernick, 2007; Kopetz & Nellie, 2009, cited in Smith & Tyler, 2011). Given the lack of teacher preparedness, this study dealt into the level of acceptance and awareness of general education teachers on the Philippines Legal Mandates for an inclusive education which was used as a basis for developing a proposed training model for teachers of mainstream classrooms that may aid in facilitating and teaching CSN included in their mainstream classrooms. The study made use of a mixed method research design. Quantitative and Qualitative data were collected using a researcher made survey questionnaire and an interview guide for the qualitative data. The participants of the study were pre-school to grade school regular classroom teachers from inclusive schools in Las Pinas, Muntinlupa, and Paranaque who have experienced handling CSN in their classrooms. Eighty-two (82) teachers participated in the surveys while 14 teachers were interviewed afterwards. Data were analyzed using descriptive statistics for quantitative data and thematic analysis for the qualitative data. Results from the quantitative data revealed that the teachers only had a moderate awareness for the itinerant service delivery option. Furthermore, the teachers were found to have the lowest mean for acceptance of self-containment and integration service delivery option and that the teachers needed to be not just aware of but also knowledgeable of these service delivery options as their awareness could stem from the teachers’ experience of these services in their respective institutions. Likewise, the results of the qualitative data from the teachers’ interviews revealed that the teachers were not knowledgeable on the legal mandates but that they were aware and were able to describe some delivery options contained in the DepEd Order as was revealed in the quantitative data. The teachers were also accepting of inclusive education practices as they were willing to go the extra mile (Ecoben, 2019), but that they needed support for handling CSN in their classrooms as they lack further training, as well as how to have collaboration with the parents of these students.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

74, [75-98] leaves

Keywords

Teachers of children with disabilities—Training of; Teachers—Training of; Children with disabilities—Education

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Embargo Period

6-7-2021

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