Date of Publication

11-2024

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Disability and Equity in Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Lilia S. Bautista

Defense Panel Chair

Thelma Rabago Mingoa

Defense Panel Member

Jasper Vincent Q. Alontaga
Abigail S. Rice

Abstract/Summary

The concept of inclusion and the practice of dealing with students with special needs has influenced educational systems throughout the years. One of the highlights of these changes would be the inclusion of children with special needs in mainstream classes with their typically developing peers. Inclusion is not only being practiced in the higher grade levels but during the early stages as well, specifically in the preschool level. Literature states, however, that teachers still have various concerns about this. Therefore, the aim of this study is to analyze these concerns of preschool teachers as they implement inclusive education in their classrooms. Eighteen preschool teachers in private schools who practice inclusion were asked to answer an online survey to evaluate their concerns. Among the survey respondents, six teachers were selected to be interviewed to elaborate on their answers and to share their experiences. Survey results showed that among statements under support issues, professional practice issues and workplace stress, teachers were most concerned about the social stigma surrounding students with disabilities (workplace stress), while they were least concerned about having insufficient knowledge and skills (professional practice issues). The interview results revealed that teachers still have concerns regarding lack of manpower and training, the influx of children with special needs, dealing with parent reactions, and handling inclusive classes. Moreover, they emphasized the need for schools to provide enough support and training to all stakeholders as well as a clear policy and protocols in order to effectively implement inclusive education.

Keywords: Inclusion, concerns, preschool teachers, Inclusive education

Abstract Format

html

Language

English

Format

Electronic

Keywords

Preschool teachers; Inclusive education; Teachers of children with disabilities

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Embargo Period

11-2026

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Available for download on Sunday, November 01, 2026

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