ABSTRACT
This qualitative research method using phenomenological research design aimed to formulate an inclusive education intervention program on the experiences of regular teachers assigned to teach learners with special needs. A researcher-made interview guide was used to the five regular teachers assigned to teach learners with special needs. The data gathering instrument was subjected to face and content validation by a panel of experts. Thematic analysis was utilized for descriptive data analysis. Based from the information gathered during the conduct of in-depth interview on the experiences of teachers on handling learners with special needs the following major themes were identified: Difficult to handle and Keep on adjusting.
On the challenges of teachers on handling learners with special needs the following were revealed: Lack of training and Lack of parental support. Regarding how teachers manage or cope with the challenges encountered in handling learners with special needs the analysis arrived at the following conclusions: Seeking help from fellow teachers and Giving extra attention.
Keywords: Teachers Experiences, Handling Learners, Special Education Needs, Education Intervention
INTRODUCTION
Background of the Study
The development of contemporary educational principles worldwide has strongly influenced the Philippine education system, this arrived in line with the rapid pace of global development today. Such development poses a challenge for positive changes in the educational field. These endeavour is necessary in ensuring a better life quality as well as serving as the benchmark of broader access to education in the Philippines. Thus, cementing the pursuit of efforts aligned with the people’s needs in an era of competition and modernization (Conrad & Brown, 2011).
Studies showed that special education requires major transformation both at the policy level and implementation stage in schools brought upon by the expansion of the Special Education Integration Program (SEIP). The increasing number of Special Needs Pupils (SNS) requires extensive educational opportunities to be opened for them such as the expansion of the Inclusive Education Integration Special Education Program (IEP) which was gazetted a decade ago (Friend & Cook, 2013).
The role of the teachers is asserted as an integral component in the fruition of Early Childhood Education (ECE). Consequently, they had further grounding in collaboration with peer teachers, teacher assistance teams, multi-disciplinary team and parents. Inversely, regular teachers asked training in instructional environment management, adaptive equipment, environmental adaptations, flexible working with individual children, collaboration with specialist teachers and content, process and assessment modification (Majoko, 2017).
The existence of inclusion preparatory programs for educators instills in future teachers valued competencies and skills that meet the full range of their schoolchildren’s needs (Cooper, Kurtts, Baber, and Vallecorsa, 2008).
On the other hand, regular teachers entail teaching children with disabilities in regular education settings, it is imperative for teacher preparation programs to be developed in student teachers and inculcate an understanding of characteristics of various disabilities and a positive attitude in working with children with disabilities, their families and other stakeholders (Burstein et al 2004).
Moreover, teacher concerns as barriers to inclusion have not been widely examined within low-and middle-income countries. In order to gain an accurate understanding of whether interventions can lead to inclusion in practicewithin these matters, their effectiveness must be tested on both teachers self-focused and other–focused concerns about inclusive education (Carew et al., 2013).
Nevertheless, despite these setbacks and even particularly the pandemic, did not wholly impede delivering and providing educational services. As a result, the Department of Education formulated and implemented policies, plans and programs to continue Filipino students’ education (Devine & Payan, 2010).
As a classroom teacher, the researcher found difficulty in this present situation. Minimizing risks, dealing with stress and staying COVID-19 free have become her top recurring concerns. Today, she is further faced with difficult tasks of keeping her abreast including teachers’ preparedness on Learners with Special Education Needs in an inclusive education with the latest mandates of the Department of Educationfull face-to-face classes.
The results of the study would be the bases for an inclusive education intervention program in the Schools District of Banate during the school year 2022-2023.
see PDF attachment for more information