A study on the attitudes of regular pre school teachers towards the practices in inclusive settings in selected preschools in Parañaque and Muntinlupa

• Main Authors: Gangan, Bienvenido Jose O., Joyosa, Larianne L., Tiongco, Christiane P.
• Format: text
• Language: English
• Published: Animo Repository 2007
• Subjects: Preschool teachers > Training of > Philippines; Preschool teaching > Training of > Philippines; Primary school teachers > Training of > Philippines; Early childhood educators > Philippines; Education, Preschool > Philippines
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/9724
• Institution: De La Salle University

Over the years, there has been an increase in special learners enrolled in schools. Through inclusion, children with special needs are taught basic skills and knowledge alongside regular children without feeling discriminated or rejected. There are also different types of practices that a teacher must master or be prepared for upon teaching in an inclusive classroom. Though most preschool teachers upon entering a preschool with an inclusion program bring along their own beliefs about teaching and learning, they also bring with them their fears and apprehensions. The changes in the classroom and in the climate of education make the teacher's job even more difficult and challenging. This study aimed to determine the attitudes of preschool teachers towards the practices in inclusive settings. To gather the needed data, thirty seven respondents from selected preschools in Parañaque and Muntinlupa were asked to answer a questionnaire wherein an attitude scale was presented with regards to the practices in inclusion specifically Training and Preparation, Curriculum Planning, Teaching Strategies and Techniques, Classroom Management, Class Size and Instructional Materials. The respondents also wrote down some of their comments regarding their feelings and attitudes towards the practices in their inclusive classrooms. The data gathered was analyzed and assessed by the researchers to determine the results. The study revealed that respondents considered training and preparation as the most important practice in inclusion. It is also important to take note that young teachers or those who are just beginning their career in special education feel the importance of training and preparation as well as the need for a smaller class size since this improves the way they handle both special and regular students. In addition, the study also revealed that respondents with a higher Educational Attainment were more open to teacher training and preparation and also, respondents who had longer experience in inclusive settings also understood the need for the modification of instructional materials in effectively teaching special learners. The researchers concluded that further training and seminars be given to teachers planning to teach in inclusive settings in order for them to understand the individual and unique needs of special learners.