An assessment of the effectiveness of the inclusive program in a private and public school

• Main Author: Gotia, April Grace Mulato
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Activity programs in education; Educational evaluation; Instructional systems; Effective teaching; Mainstreaming in education; Special education; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3355; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10193/viewcontent/CDTG004010_P.pdf
• Institution: De La Salle University

Many public schools in our country are implementing inclusion programs however, some research has shown that students with disabilities are not truly benefiting from inclusion. Part of the difficulty with inclusion lies with the implementation practices of the schools, regular teachers attitudes and perceptions of students with disabilities in their classrooms, and the teachers readiness to meet the educational needs of the unique learning styles and preferences of students with disabilities. The study focuses on the perception of regular classroom teachers on the effectiveness of the inclusion program in public and private schools in Metro Manila. The subjects of the study included 40 regular classroom teachers handling classes and implementing the inclusion programs in their respective schools. A self-constructed survey questionnaire was administered to the respondents in an attempt to assess the perception of the teachers on the effectiveness of the inclusion program in terms of students academic performance, teachers instructional skills in the implementation of the inclusion program, and the schools implementation of their vision-mission in line with the program. A qualitative approach was used to identify regular classroom teachers perception of the inclusive program relative to the implementation of the school's vision-mission, students performance, and teachers instructional skills. Factors isolated for this study included demographic variables such as regular teacher's age, gender, educational attainment, and length of teaching experience. Similar variables pertinent to the study included evaluation of students academic performance, teacher instructional skills, and the school's implementation of the vision-mission. Statistical analysis was done to determine the relationship of the different variables. The results showed that teachers have positive perception on the effectiveness of the program for both public and private schools. Moreover, the demographic variables did not show significant relationship on the perception of the teachers on the effectiveness of the program.