Teachers’ Readiness and Acceptance on The Inclusion of Learners with Special Educational Needs in Southern Leyte

Abstract

This study focused on determining the receiving teachers’ readiness and acceptance on the inclusion of learners with special needs at Malitbog Central School. This participated by purposively sampled ten receiving teachers who best met the purpose of the study. It utilized a descriptive-correlational design to appropriately present, describe, analyze and infer the responses of the respondent through survey questionnaires. Data gathered were analyzed through frequency, percentage, weighted mean and Pearson correlation coefficient. The findings revealed “moderately prepared” on teachers’ readiness towards inclusion as to education, professional development, and instructional strategies, while in the aspect of classroom environment, most receiving teachers obtained “not sure” which means neutral towards inclusion of LSENs. It suggests that instructional materials and learning resources are needed to be improved as teachers relay on these materials to aid learning in the implementation of inclusive education. On the respondents’ level of acceptance, the results showed “moderately acceptable.” There are two underlying indicators of readiness that strongly correlates the teachers’ acceptance towards inclusion of LSENs that basically affirmed by respondents, namely: Classroom Environment and Seminars/Training for professional development which denotes that well-structured environment and continues professional learning development plays a pivotal role in empowerment of teachers’ acceptance towards inclusion of the LSENs. Hence, it is recommended to adopt the action plan entitled “Workshop on Teaching Strategies and Approaches for Receiving Teachers Handling Mainstreamed Learners” which focuses on Understanding LSENs, Awareness about Inclusive Education, Upskilling knowledge and skills on adaptation in handling LSENs.