“An analysis of teachers’ perception on inclusion in selected private elementary schools in Metro Manila"

• Main Author: Mariano, Clarissa Carmelita V.
• Format: text
• Language: English
• Published: Animo Repository 2007
• Subjects: Mainstreaming in education—Philippines—Metro Manila; Children with disabilities—Education—Metro Manila; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6683; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12809/viewcontent/CDTG004323_P.pdf
• Institution: De La Salle University

This descriptive study sought to determine the perception of general education teachers about inclusion in selected private elementary schools in Metro Manila. In this study, the perception of the teachers focused on the assessment of self-knowledge definition of inclusion, advantages of inclusion, difficulties of inclusion implementation and practices of inclusion in the country. The study involved 127 general education teachers that were employed in 13 private inclusive schools in Metro Manila. The research instrument utilized in this study was a survey questionnaire. The findings of the research provided a better understanding of the general education teachers’ personal profile such as age, years of teaching and professional attainment and how these variables affect their perception of inclusion. Furthermore, data proved that the majority of the respondents perceived to have moderate or adequate knowledge regarding inclusion. All of the general education teachers viewed inclusion with the concept of including special children with regular students in a general education classroom. However, their perception of inclusion was mainstreaming. Seventy-six percent of the respondents perceived that the advantages of inclusion involve the social aspect of the special students. Seventy-one percent of the teachers experienced difficulties while implementing inclusion in terms of handling and managing students with disabilities. Eighty-two percent of the participants reported that full inclusion is practiced in their classrooms with the help of a support staff called shadow teacher. It is suggested that general education teachers undergo a teacher training program to develop their potential as professionals in an inclusive setting.