Teacher training modules for the instruction and management of student with disabilities in inclusive settings

• Main Author: Leyson, Hope
• Format: text
• Language: English
• Published: Animo Repository 2004
• Subjects: Teaching > Aids and devices; Media programs (Education); Handicapped students; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3181; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10019/viewcontent/CDTG003714_P.pdf
• Institution: De La Salle University

This study describes the perceived levels of knowledge and skills of teachers in the instruction and management of students with disabilities in inclusive settings. Teacher training modules were developed for the instruction and management of students with disabilities. It utilizes the descriptive/developmental research design. The teacher training modules were based on the results of a survey done to teacher-respondents. This study involved a total of 134 teachers from 7 private schools offering inclusive education programs. One hundred ten of the respondents were general education teachers and 24 are special education teachers. A survey questionnaire was used in obtaining data from the respondents. The 45-item questionnaire contained perception items regarding the instruction and management of students with disabilities. To seek answers to the identified problems of the study, the researcher undertook the following steps based on the research procedure: 1) research for the instrument; 2) pilot-testing of the instrument; 3) administration of the instrument; 4) gathering and analysis of data using statistical tools and computations; and 5) development of the teacher training modules. Based on the results of the study, the following conclusions were arrived at: 1) The teachers have limited knowledge and skills in the instruction of students with disabilities in inclusive settings. College coursework did not adequately prepare them for inclusion. 2) The specific area which the teachers have inadequate knowledge and skills is on instructional content and practice. 3) The teachers are not sure about their level of knowledge and skills in the areas of planning and managing the teaching and learning environment and managing student behavior and social skills development. 4) The teacher training modules that were developed emphasized knowledge and skills in instructional content and practice, specifically on the general topic: individualized instruction in general education classes and techniques for modifying instructional methods.