Assessing Inclusive Education Needs and Challenges in Teaching LSEN in the Philippines
DOI:
https://doi.org/10.54536/jir.v4i1.5091Keywords:
Inclusive Education, learners with special educational needs, Philippines, Pre-Service Teachers, SPEDAbstract
Educational institutions around the world have made efforts to give importance to diversity and inclusion among their students. This study assessed the prevalent needs and challenges of teaching Learners with Special Educational Needs (LSEN) in inclusive classrooms. It utilized a descriptive research design and qualitative research method. Focus Group Discussions and interviews were done with pre-service teachers, in-service teachers, and Special Education (SPED) teachers in three educational institutions in the Bicol Region, Philippines. The results of the study showed that the prevalent needs in teaching LSEN in inclusive classrooms include three themes. The first theme is the positive attitude of teachers, such as love, patience, and understanding. The second theme is the enhancement of the content and pedagogical knowledge on SPED and inclusive education, and the third is providing teaching and learning resources. Furthermore, the challenges in teaching LSEN in inclusive education include sustaining inclusive practices and values, theme two is the weak implementation of policies and programs of special and inclusive education, and a lack of general teachers’ readiness. This study showed the importance of preparing pre-service teachers for their future role in an inclusive classroom. Also, the in-service teachers may be given capability-building training to guide them in teaching in inclusive settings. The findings may also inform policymakers about reforms that support inclusive education in the Philippines. It is recommended that Teacher Education Institutions design programs to support inclusive education for their pre-service teachers and the in-service teachers in their community.
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