Regular education public school teachers' perception towards inclusion

• Main Author: Cruz, Joyce Vernadeth B.
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: Inclusive education; Public schools; Teachers
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5629
• Institution: De La Salle University

The purpose of this study is to find out what is the perception of one hundred (100) regular education public school teachers regarding inclusive education, and what factors affect their perception. A questionnaire and an interview guide were used. Qualitative analysis was done to interpret open ended questions, while Fishers tests were used to analyze the quantitative data. The results of the study revealed that most of the regular education teachers are supportive of the ideals of inclusive education. However, most of them may be supportive but not willing to embrace the program, due to factors like the lack of teachers' training and formal education, class size, readiness of the learners with special needs, learners behavior and attitude, severity of the disability, discrimination, administration and teacher awareness and support. Also, there are details about the implementation of inclusive education that teachers in the regular classroom need to clarify. That is why this research is being done.