Transitional challenges and proposed psychoeducational strategies for learners with special needs

Although the implementation of inclusive education policy in the Philippines looks favorable for society, a major evaluation of the existing challenges faced by both teachers and learners in the transition process is imperative. As such, this study aimed to analyze the challenges and interpret the g...

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Main Author: Macalino, Mitch D.R.
Format: text
Language:English
Published: Animo Repository 2021
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Online Access:https://animorepository.dlsu.edu.ph/etdm_elmd/4
https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1004&context=etdm_elmd
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etdm_elmd-10042021-11-11T03:03:11Z Transitional challenges and proposed psychoeducational strategies for learners with special needs Macalino, Mitch D.R. Although the implementation of inclusive education policy in the Philippines looks favorable for society, a major evaluation of the existing challenges faced by both teachers and learners in the transition process is imperative. As such, this study aimed to analyze the challenges and interpret the gap between teaching and learning in the process of transitioning from partial inclusion to full inclusion. It also proposed psychoeducational strategies for learners with special needs who transitioned from partial to full inclusion to address the gap. The study was conducted in nine public elementary schools with SPED Centers in Manila-the capital city of the Philippines. Teachers of learners with special needs who transitioned from partial to full inclusion, SPED teachers and regular (receiving) teachers, took part in this study as they serve the frontliners in the implementation of the program. The study was able to find out that the practice of Inclusive Education in the Philippines is determined by an outdated directive from the Department of Education which does not specify a clear and definite process of including students with learning needs in the regular set-up. The challenges mentioned int his study include but are not limited to content, strategies, technology, changes in policy from the Department of Education, and addressing students' needs. Based on the findings of this study, though teachers were favorable for inclusive education, the whole system must still be assessed for we are still far from achieving a successful inclusive education. It was cited that most of the regular teachers do not have sufficient knowledge and skills to handle students with learning needs. This problem is associated with the lack of training from the Department of Education. Teachers reported that there are training sessions but only for a few people. For some reasons, the mindset of receiving teachers was also seen as something problematic. On top of the challenges discussed in this study, it is the lack of funding that most teachers are pointing out. Despite having the biggest chunk of a country's budget, we still have problems with allocating a budget for special education and inclusive education. Without proper allocation of budget on this inclusive education, the above-mentioned problems will still exist. Most of the challenges and factors mentioned in this study are associated with handling and teaching students with learning needs. That is why the researcher encourages teachers to use the proposed psychoeducational strategies mentioned in this study. The use of psychoeducational strategies will help students with their learning needs and will greatly improve their wellbeing. Keywords: Transitional Challenges, Inclusive Education, Psychoeducational Strategies, Inclusive Education Challenges, Learners with Special Needs 2021-09-18T07:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etdm_elmd/4 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1004&context=etdm_elmd Educational Leadership and Management Master's Theses English Animo Repository Inclusive education Children with disabilities--Education Special education Educational psychology Special Education and Teaching
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Inclusive education
Children with disabilities--Education
Special education
Educational psychology
Special Education and Teaching
spellingShingle Inclusive education
Children with disabilities--Education
Special education
Educational psychology
Special Education and Teaching
Macalino, Mitch D.R.
Transitional challenges and proposed psychoeducational strategies for learners with special needs
description Although the implementation of inclusive education policy in the Philippines looks favorable for society, a major evaluation of the existing challenges faced by both teachers and learners in the transition process is imperative. As such, this study aimed to analyze the challenges and interpret the gap between teaching and learning in the process of transitioning from partial inclusion to full inclusion. It also proposed psychoeducational strategies for learners with special needs who transitioned from partial to full inclusion to address the gap. The study was conducted in nine public elementary schools with SPED Centers in Manila-the capital city of the Philippines. Teachers of learners with special needs who transitioned from partial to full inclusion, SPED teachers and regular (receiving) teachers, took part in this study as they serve the frontliners in the implementation of the program. The study was able to find out that the practice of Inclusive Education in the Philippines is determined by an outdated directive from the Department of Education which does not specify a clear and definite process of including students with learning needs in the regular set-up. The challenges mentioned int his study include but are not limited to content, strategies, technology, changes in policy from the Department of Education, and addressing students' needs. Based on the findings of this study, though teachers were favorable for inclusive education, the whole system must still be assessed for we are still far from achieving a successful inclusive education. It was cited that most of the regular teachers do not have sufficient knowledge and skills to handle students with learning needs. This problem is associated with the lack of training from the Department of Education. Teachers reported that there are training sessions but only for a few people. For some reasons, the mindset of receiving teachers was also seen as something problematic. On top of the challenges discussed in this study, it is the lack of funding that most teachers are pointing out. Despite having the biggest chunk of a country's budget, we still have problems with allocating a budget for special education and inclusive education. Without proper allocation of budget on this inclusive education, the above-mentioned problems will still exist. Most of the challenges and factors mentioned in this study are associated with handling and teaching students with learning needs. That is why the researcher encourages teachers to use the proposed psychoeducational strategies mentioned in this study. The use of psychoeducational strategies will help students with their learning needs and will greatly improve their wellbeing. Keywords: Transitional Challenges, Inclusive Education, Psychoeducational Strategies, Inclusive Education Challenges, Learners with Special Needs
format text
author Macalino, Mitch D.R.
author_facet Macalino, Mitch D.R.
author_sort Macalino, Mitch D.R.
title Transitional challenges and proposed psychoeducational strategies for learners with special needs
title_short Transitional challenges and proposed psychoeducational strategies for learners with special needs
title_full Transitional challenges and proposed psychoeducational strategies for learners with special needs
title_fullStr Transitional challenges and proposed psychoeducational strategies for learners with special needs
title_full_unstemmed Transitional challenges and proposed psychoeducational strategies for learners with special needs
title_sort transitional challenges and proposed psychoeducational strategies for learners with special needs
publisher Animo Repository
publishDate 2021
url https://animorepository.dlsu.edu.ph/etdm_elmd/4
https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1004&context=etdm_elmd
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