Inclusive Education: Practices, Challenges and Prospects of Selected Public Elementary School Teachers
DOI:
https://doi.org/10.5281/zenodo.18506229Keywords:
Inclusion, Inclusion Practices, Inclusive Education, Challenges, Practices, Prospects, Enrichment ProgramAbstract
This study aimed to investigate the current practices, challenges, and prospects of inclusive education among selected public elementary school teachers in Marawi City, Philippines. Using a qualitative approach, following thorough validation, in-depth interviews with ten teachers at various schools to gain a deeper understanding of their experiences, and perspectives on inclusive education. Findings revealed that while teachers generally support inclusive education, they encounter significant challenges, such as lack of adequate training, resources, and support. However, despite these obstacles, teachers have implemented various strategies to accommodate diverse learners, including differentiated instruction, peer tutoring, and the use of assistive technology. Additionally, the study explored the potential of inclusive education to enhance the learning experiences of all students, including those with disabilities. The study highlights the need for increased investment in teacher training, the development of inclusive learning environments, and the provision of adequate resources to support the implementation of inclusive education in the City. Recommendations include the development of inclusive education policies, the establishment of specialized support services, and the fostering of a culture of inclusivity thereby contributes to the growing body of knowledge on inclusive education in the Philippines. This study provides valuable insights for policymakers, educators, and stakeholders to develop effective strategies for promoting inclusive education and ensuring that all students have equal opportunities to learn and thrive.
Downloads
References
Adams, D., Harris, A., & Jones, M. S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child.
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences.
Bialen, K., Book, R. J., Manalo, R., & Garingo, M. A. (2023). Enrichment programs for the gifted: Problems and prospects.
Booth, T. (1999). Viewing inclusion from a distance: Gaining perspective from comparative study.
Brookes, E. (2023). The theory of planned behavior: Behavioral intention.
Bulusan, F., Custodio, Z., & Raguindin, P. (2021). Engaging, affirming, nurturing inclusive environment: A grounded theory study in the Philippine context.
Bushie, C. (2015). Differentiation in education. BU Journal of Graduate Studies in Education, 7(2).
Cox, J. (2023). The challenges and benefits of inclusive education for students with disabilities.
Equality Challenge Unit. (2014). What is inclusive practice?
Finch, M. (2024). Building an inclusive classroom environment.
Gabriel, K. C. (2015). Knowledge, perceptions and challenges of faculty members on inclusion of learners with special needs in tertiary schools: Basis for capability and enrichment program.
Gabriel, K. (2015). In partial fulfillment of the requirement for the degree of Master of Arts in Special Education major in mental retardation and autism.
Gates, S. (2018). Benefits of collaboration: When educators work together, we create a better learning experience.
Imaniah, I., & Fitria, N. (2017). Inclusive education for students with disability.
Jorge, D., Jiménez, M., Mateo, E., & Gutiérrez, K. (2021). Perception and attitude of teachers towards the inclusion of students with hearing disabilities.
Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education.
Main, P. (2022). Social learning theory – Bandura: What is Bandura's social learning theory, and what could it mean for educational environments?
McLeod, S. (2024). Vygotsky’s zone of proximal development and scaffolding theory.
McManis, L. D. (2017). Inclusive education: What it means, proven strategies, and a case study.
Mokalen, M., & Möwes, A. (2020). Issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke Region of Namibia.
Mukherjee, K., & Bera, G. S. (2017). The challenges and opportunities to implement inclusive education in West Bengal.
Pradana, D. A., Mahfud, M., & Priyanto, H. (2023). Harmonizing faith and inclusion: Integrating religious values in inclusive education.
Rendon, H. C. D., Gutierrez, J. M., Dangcalan, M. E., Eriman, A. M. G., Caabas, M. Z., Villar, E. E., & Mohammad, N. K. (2023). Social and cultural development: Promoting awareness towards inclusive education.
Roy, K., & Swargiary, K. (2023). Definition of inclusive education.
Sander, A. M. (2021). Inclusive education in Europe: A systematic literature review about the benefits of inclusive education for primary school aged children with intellectual disabilities.
Schuelka, M. J. (2018). Implementing inclusive education.
Shekh, R. (2024). Importance of teachers' role in inclusive education.
Stapleton-Corcoran, E. (2022). Universal design for learning (UDL).
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom.
Thwala, S. (2015). Challenges encountered by teachers in managing inclusive classrooms in Swaziland.
UNESCO Headquarters. (2024). Every learner matters and matters equally: Making education truly inclusive.
Watts, C. (2022). How to promote equality, diversity, and inclusion in the classroom.
Western Governors University. (2020). What is the transformative learning theory?
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
