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
1. Introduction
2. Research Questions
3. Research Paradigm
4. Scope and Limitation
5. Research Methodology
5.A. Sampling
5.B. Data Collection
6. Results and Discussion
7. Conclusion and Recommendation
Research Objectives and Themes
This research evaluates the perceptions of SPED and regular receiving teachers regarding the implementation of inclusive education within the Division of Cavite. The study aims to determine if there are significant differences in teacher perspectives across the dimensions of creating inclusive cultures, producing inclusive policies, and evolving inclusive practices.
- Comparison of SPED and receiving teachers' perceptions.
- Assessment of inclusive education implementation dimensions.
- Identification of barriers and training needs for educators.
- Analysis of pedagogical preparedness in regular classroom settings.
- Policy implications for long-term educational development plans.
Excerpt from the Book
Introduction
Inclusive education was officially adopted in 1997 in the Philippines by the Department of Education (DepEd) as an educational alternative wherein children with disabilities were included within regular schools. Thus, in line with the Department’s thrust in providing quality education for all, the DepEd continues to provide the necessary educational interventions for learners with special needs.
The Division of Cavite adheres and strengthens the DepEd Order # 72, s. 2009 which is known as “Inclusive Education as Strategy for Increasing Participation Rate of Children”. As it was being mandated, Special Education in the Philippines has only served 2% of the targeted 2.2 million children with disabilities in the country who live without access to a basic human right which is the right to education. Most of these children live in rural and far flung areas whose parents need to be aware of educational opportunities that these children could avail of (DepEd Order # 72, s. 2009).
In the same light, the Division of Cavite jump-starts the implementation of inclusive education in the whole division by conducting trainings and seminars to the Special Education (Sped) teachers, guidance counselors as well as the receiving teachers. Intensifying the outcomes of the inclusive education implementation made this research into realization.
Summary of Chapters
Introduction: Provides the background of inclusive education in the Philippines and the specific mandate of the Division of Cavite to integrate special needs learners into regular schools.
Research Questions: Defines the specific inquiries regarding teacher perceptions and their differences across three identified dimensions of inclusive education.
Research Paradigm: Illustrates the conceptual framework showing the relationship between teachers and the dimensions of inclusive cultures, policies, and practices.
Scope and Limitation: Outlines the participant pool, focusing on 51 SPED teachers and a congruent number of receiving teachers in the Division of Cavite.
Research Methodology: Describes the quantitative descriptive-correlational research design and the data collection process using modified questionnaires.
Results and Discussion: Presents the statistical analysis of teacher perceptions and the testing of null hypotheses regarding significant differences in implementation.
Conclusion and Recommendation: Summarizes the findings and suggests tailored professional development plans and future policy adjustments to improve inclusive practices.
Keywords
Inclusive Education, Inclusive Cultures, Inclusive Practices, Inclusive Policies, Special Education, Teachers' Perceptions, Cavite, Educational Implementation, Learner Diversity, Quantitative Research, Teacher Preparedness, Pedagogical Approaches, Educational Intervention.
Frequently Asked Questions
What is the core focus of this research?
The study investigates the perceptions of SPED and receiving teachers regarding the implementation of inclusive education programs in the Division of Cavite, Philippines.
What are the primary thematic fields covered?
The research centers on three specific dimensions: creating inclusive cultures, producing inclusive policies, and evolving inclusive practices.
What is the main objective of this study?
The primary goal is to determine if significant differences exist between SPED teachers and receiving teachers' perceptions, which helps identify the strengths and weaknesses of current program implementation.
Which scientific methodology was applied?
The study utilized a descriptive-correlational-quantitative research design, employing random sampling, mean/percentage scoring, and Chi-square contingency tests.
What does the main body address?
The main body presents the analysis of survey data gathered from participants, interpreting their level of agreement with various indicators of inclusive education and testing the validity of the study's null hypotheses.
Which keywords define this work?
Key terms include Inclusive Education, Inclusive Cultures, Inclusive Practices, Inclusive Policies, and Teacher Preparedness.
Why are there differences in perception between SPED and receiving teachers?
The differences arise because SPED teachers are specialized in handling diverse needs, whereas receiving (regular) teachers often feel they lack sufficient training and resources to manage inclusive classrooms effectively.
What is the future direction suggested by the findings?
The author recommends the development of long-term implementation plans, specifically tailored professional development courses for regular teachers, and further studies on success determinants.
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- Theresa Obrero (Autor:in), 2017, Implementation of Inclusive Education in the Division of Cavite, München, GRIN Verlag, https://www.grin.com/document/1037547
