Implementation of inclusive education in the Philippines along with the mandate of the Constitution, Presidential Decree No. 603, and the Magna Carta for Persons with Disability, the State must uphold the right of all its citizens to quality education regardless of their circumstance. This study aimed to gather the SPED and receiving teachers’ perceptions to the aforesaid program. This research utilized the quantitative method type of research. It involved a descriptive-correlational-quantitative research design. Out of 68 total populations of SPED teachers in the division of Cavite, 51 were identified as participants of the study through random sampling technique and a congruent number of the receiving teachers. Mean and Percentage score were used to measure the SPED and receiving teachers’ perceptions on inclusive education while Chi-square and Tests Contingency Table was used in attaining the significant differences of the assessment when grouped according to dimensions.
Table of Contents
- Abstract
- Introduction
- Research Questions
- Research Paradigm
- Scope and Limitation
- Research Methodology
- Sampling
- Data Collection
Objectives and Key Themes
This study aimed to investigate the perceptions of Special Education (SPED) and receiving teachers in Cavite, Philippines, regarding the implementation of inclusive education. It utilized a quantitative, descriptive-correlational approach to analyze teacher responses on a modified Index for Inclusion questionnaire. The study sought to understand teacher perceptions across three dimensions: creating inclusive cultures, producing inclusive policies, and evolving inclusive practices.
- Teacher perceptions of inclusive education implementation.
- Comparison of SPED and receiving teachers' perceptions across different dimensions of inclusive education.
- Identification of significant differences in perceptions between SPED and receiving teachers.
- Assessment of the effectiveness of inclusive education implementation in Cavite.
- Future directions for inclusive education in the region based on research findings.
Chapter Summaries
Introduction: This chapter provides background information on the adoption of inclusive education in the Philippines and the context within the Division of Cavite. It highlights the mandate of inclusive education through various decrees and policies aiming to provide quality education for all children, including those with disabilities. The chapter also reviews relevant existing literature on teacher attitudes toward inclusive education, revealing both positive attitudes and concerns about training and resources. It underscores the gap in access to education for children with disabilities, especially in rural areas, and the division's initiatives to address this through training and seminars. The chapter concludes by stating the study's significance in determining teacher perceptions and challenges in the implementation of inclusive education to inform long-term educational planning for students with special needs.
Research Questions: This chapter outlines the specific research questions that guided the study. These questions focus on the perceptions of both SPED and receiving teachers regarding the implementation of inclusive education, specifically across the three dimensions of creating inclusive cultures, producing inclusive policies, and evolving inclusive practices. The questions also aim to determine if there are significant differences in perceptions between the two groups of teachers and what future directions the study implies.
Research Paradigm: This chapter presents a visual representation (Figure 2, not included here as it is a figure) of the research paradigm, illustrating the correlation between the perceptions of SPED and receiving teachers across three dimensions of inclusive education: creating inclusive cultures, producing inclusive policies, and evolving inclusive practices. This visual helps to clarify the study's design and focus.
Scope and Limitation: This chapter defines the boundaries of the study, specifying the focus on the perceptions of SPED and receiving teachers in Cavite. It mentions the sampling technique used, clarifying the number of participants from each group. The limitations of the study are implied, suggesting the findings may not be generalizable beyond the specific context of the Division of Cavite.
Research Methodology: This section details the research approach, specifically identifying it as quantitative and utilizing a descriptive-correlational-quantitative research design. It explains the choice of this design and elaborates on the sampling technique (random sampling) used to select participants. The data collection method involved using a modified version of the Index for Inclusion questionnaire. The chapter also outlines the timeline for data collection, noting it took place between November 2018 and January 2019. The methodology section also describes the process of obtaining permissions from relevant authorities and the instrument used for data collection, the modified Index for Inclusion questionnaire.
Keywords
Inclusive Education, Inclusive Cultures, Inclusive Practices, Inclusive Policies, Teacher Perceptions, Special Education, Philippines, Cavite
Frequently Asked Questions: Teacher Perceptions of Inclusive Education Implementation in Cavite, Philippines
What is the main focus of this study?
This study investigates the perceptions of Special Education (SPED) and receiving teachers in Cavite, Philippines, regarding the implementation of inclusive education. It uses a quantitative, descriptive-correlational approach to analyze teacher responses on a modified Index for Inclusion questionnaire.
What are the key themes explored in the study?
The study explores teacher perceptions across three dimensions of inclusive education: creating inclusive cultures, producing inclusive policies, and evolving inclusive practices. It compares the perceptions of SPED and receiving teachers, identifies significant differences, assesses the effectiveness of inclusive education implementation in Cavite, and suggests future directions for inclusive education in the region.
What research methods were employed?
The study utilized a quantitative, descriptive-correlational research design. Data was collected using a modified version of the Index for Inclusion questionnaire through random sampling of teachers. The data collection period was between November 2018 and January 2019.
What are the key research questions addressed?
The research questions focus on comparing the perceptions of SPED and receiving teachers regarding inclusive education implementation across the three dimensions mentioned above. They aim to identify significant differences in perceptions between the two groups and to suggest future directions for inclusive education based on the findings.
What is the scope and limitation of this study?
The study is limited to the perceptions of SPED and receiving teachers in Cavite, Philippines. The findings may not be generalizable beyond this specific context.
What are the chapter summaries?
The document provides summaries for the Introduction (providing background on inclusive education in the Philippines and relevant literature), Research Questions (outlining the specific research questions), Research Paradigm (presenting a visual representation of the research design), Scope and Limitation (defining the boundaries and limitations of the study), and Research Methodology (detailing the research approach, sampling, data collection, and timeline).
What are the keywords associated with this study?
Inclusive Education, Inclusive Cultures, Inclusive Practices, Inclusive Policies, Teacher Perceptions, Special Education, Philippines, Cavite.
What is the overall objective of the study?
The study aims to understand teacher perceptions of inclusive education implementation in Cavite and to use these findings to inform future educational planning for students with special needs.
Where can I find the full study?
The provided text is a comprehensive language preview and does not include the full study. Further information on obtaining the full study is not included in this preview.
- Arbeit zitieren
- Theresa Obrero (Autor:in), 2017, Implementation of Inclusive Education in the Division of Cavite, München, GRIN Verlag, https://www.grin.com/document/1037547
