Home⇛JPAIR Multidisciplinary Research Journal⇛vol. 52 no. 2 (2023)

Policy Awareness, Current Practices, and Barriers: A Proposed Upskilling to Special Education Teachers and Receiving Teachers towards Culture of Inclusivity

ARLENE M. GARCIA

 

Abstract:

This study presents a comprehensive analysis of key aspects related to the distribution of Special Education Teachers (SPET) and receiving teachers, their awareness of inclusive education policies, their practices, and the barriers they face. Data collected from diverse educators shed light on age, gender, teaching experience, specialization, policy awareness, and inclusive practices. The study highlights the diverse age distribution among teachers handling the SPED program. Furthermore, it points out the prominence of female teachers in the workforce. A significant proportion of teachers possess limited teaching experience and a limited number of specialized SPED teachers. Regarding policy awareness, both Special Education Teachers (SPET) and receiving teachers clearly understand inclusive education policies. Inclusive practices among teachers were consistently observed, especially in admission, teaching, and modifying learning packages for learners with special needs. Identifying the lack of training as a major barrier in IE, there is a necessity for professional development to support effective inclusive practices. The findings underscore vital family support services, parental engagement in decision-making, and collaborative opportunities. Based on the findings, the researcher recommends targeted professional development for teachers, awareness campaigns on Indigenous Peoples’ rights, encouraging specialization in SPED, strengthening collaboration, and expanding effective practices like the “Child Find” approach.



References:

  1. Abdoula-Dhuny, N. (2021). Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners. African Journal of Teacher Education, 10(2), 97-120.
  2. Acdal, M. K. N. (2019). Teachers’ Acceptability and Use of Accommodations for Students with Special Needs In The General Education Classrooms. JPAIR Multidisciplinary Research, 35(1), 1–21. https://doi.org/10.7719/jpair.v35i1.646
  3. Allam, F. C., & Martin, M. M. (2021). Issues and Challenges in Special Education: A Qualitative Analysis from Teacher's Perspective. Southeast Asia Early Childhood, 10(1), 37-49.
  4. Aquino, L. N., Mamat, N., & Mustafa, M. C. (2019). Levels of Competence in the Learning Domains of Kindergarten Entrants. Southeast Asia Early Childhood, 8(1), 37-46.
  5. Aranas, T. J., & Cabahug, R. (2017). Pre-service Preparation of Elementary School Teachers for Inclusive Education in Northern Mindanao, Philippines. JPAIR Multidisciplinary Research, 27(1), 128-148.
  6. Balta, N., Arslan, M., & Duru, H. (2015). The effect of in-service training courses on teacher achievement: A meta-analysis study. Journal of education and training studies, 3(5), 254-263
  7. Banicki, G. J., & Murphy, G. (2014). Evidenced-based adequacy model for school funding: success rates in Illinois schools. Journal of Modern Education Review, 4(8), 587-597.
  8. Bekele, W. B., & Ago, F. Y. (2020). Good governance practices and challenges in local government of Ethiopia: The case of Bonga town administration. Research in Educational Policy and Management, 2(2), 97-128.
  9. Ebersold, S., & Meijer, C. (2016). Financing inclusive education: Policy challenges, issues and trends. In Implementing inclusive education: Issues in bridging the policy-practice gap (pp. 37-62). Emerald Group Publishing Limited.
  10. Equity, O. E. C. D. Quality in Education: Supporting Disadvantaged Students and Schools. 2012.
  11. Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals. Longman Publishing Group, 95 Church Street, White Plains, NY 10601.
  12. GOV.PH (2022). DepEd has enough funds to strengthen SPED mandate. Philippine News Agency. https://www.pna.gov.ph/index.php/articles/1190419
  13. HARAPPA, (2021). Descriptive Research: Methods and Examples. https://bit.ly/48n8Yih
  14. Llego, M. A. (n.d.) Inclusive Education in the Philippines. https://www.teacherph.com/inclusive-education-philippines/
  15. Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12.
  16. Muega, M. A. G. (2016). Inclusive education in the Philippines: Through the eyes of teachers, administrators, and parents of children with special needs. Social Science Diliman, 12(1), 5-28.
  17. Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. The SAGE handbook of special education, 2, 149-169.
  18. Saxena, S. (2023). The Role of a Teacher in Inclusive Education. LEAD. https://leadschool.in/blog/the-role-of-a-teacher-in-inclusive-education/
  19. UNESCO. (2009). Sub-Education Policy Review Report: Inclusive Education. https://bit.ly/46djaIs
  20. UNICEF, (n.d.). Inclusive education. Every child has the right to quality education and learning. https://www.unicef.org/education/inclusive-education
  21. Waychunas, W. (2020). Where Teachers Thrive: A Book Review.
  22. Wenda Juniar, M., Kadarudin, K., Muhammad Aswin, A., Nur Annisa, A., Suci, A., Wahyuni, W., ... & Yunus, A. (2020). Indonesia: Moving Away From Segregated Education To Inclusive Education For People With Disabilities. Journal of Critical Reviews, 7(19).

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic