Teachers’ Preparation and Support in the Implementation of Inclusive Education for Learners with Exceptionalities
DOI:
https://doi.org/10.51699/ijise.v2i6.2148Keywords:
Inclusive Education, Special Education, Learners with exceptionalities, Regular and Inclusive Education Teachers, Descriptive Correlational, Cebu City, PhilippinesAbstract
This research determined the teachers’ preparation and support in the implementation of inclusive education for learners with exceptionalities. A descriptive correlational research approach was employed, involving 156 teachers as participants from Lahug Elementary School, Don Sergio Osmeña Memorial National High School, and Zapatera Elementary School for A.Y. 2022-2023. Quantitative data were analyzed using statistical measures such as frequency, simple percentage, weighted mean, multiple regression analysis, Pearson correlation coefficient, and p-value to assess the relationship. The findings revealed that most respondents (17 percent) were between 40- 44 years old, predominantly female (89.74 percent), and married (67.95 percent). In terms of educational background, most of the teachers were at the master's level (57.69 percent) and were still in the process of completing their master’s degree. Additionally, a significant portion of the respondents had 5 years or below of teaching experience (54.49 percent). Furthermore, it was observed that the teachers attended more than 6 relevant training courses (42.95 percent) which suggests a commitment to staying updated with the latest research, best practices, and strategies in the field. The study also highlighted that variables such as educational attainment, teaching experience, and participation in relevant training and seminars had an impact on teachers’ preparation and support in the implementation of inclusive education for learners with exceptionalities. The impact has implications for designing targeted support, fostering diversity and inclusion in addressing the specific needs of different age groups by promoting ongoing professional development and creating a collaborative environment that maximizes the expertise and experiences of teachers in the field of education. The implementation of action plans based on the study’s recommendations is strongly advised.
