International Journal For Multidisciplinary Research

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Receiving Teachers' Attitudes and Educational Practices Toward the Inclusion of Learners with Special Needs Education in the Division of Bacoor City: Basis for an Upskilling Program

Author(s) LUCIA G. PENALES
Country Philippines
Abstract Abstract: Inclusive education provides learners with special needs education an educational environment in the least restrictive way, giving them opportunities to enhance their academic and social skills. There are laws and regulations regarding inclusive education, but implementation ids the big problem. One of the factors that determine its successful implementation is teachers’ attitudes on inclusive education and educational practices in the regular classroom. Hence, this study aimed to determine the attitudes and educational practices of receiving teachers towards the inclusion of learners in special needs education in the division of Bacoor City. Using purposive sampling, the study sample were participated by one hundred twenty-nine receiving teachers from the four public elementary schools with self-contained Special Needs Education classes, in the division of Bacoor City. Descriptive correlation method of research was utilized in this study. This study adopted research instruments to answer the survey questionnaires on the attitudes of teachers towards inclusive education and their educational practices. Survey questionnaires were conducted in hard copies and Google form. The data gathered were analyzed using descriptive statistics. The findings revealed that the receiving teacher respondents’ profile had no significant difference on their attitudes toward inclusion and to their educational practices. Moreover, the attitudes of receiving teachers towards inclusion of learners with special needs education revealed a highest mean score obtained on the factor of philosophical issues while the lowest mean score was evident on the logistical concern on inclusive education factor. The educational practices of the receiving teacher respondents, the highest mean score was evident on the relationship factor while the lowest was reflected by the communication area factor. The relationship between attitudes and educational practices of the receiving teacher respondents revealed that the attitudes had influence on their educational practices in terms of relationship area, communication area, and organization area factor. In general, the outcomes claimed that the attitudes and educational practices had an influence over one another. The findings of the study showed that there were area factors both in attitudes of receiving teachers toward inclusive education and educational practices that implied the need for an upskilling program for all the receiving teachers in the division of Bacoor City.
Keywords Keywords: attitudes of receiving teachers, inclusive education, educational practices, learners with special needs education, receiving teachers
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-11
Cite This Receiving Teachers' Attitudes and Educational Practices Toward the Inclusion of Learners with Special Needs Education in the Division of Bacoor City: Basis for an Upskilling Program - LUCIA G. PENALES - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.22520
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.22520
Short DOI https://doi.org/gtzjhp
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