Teachers’ Knowledge and Attitude towards Inclusion in Public Elementary Schools of Mataasnakahoy, Batangas

This descriptive-survey study investigated the knowledge and attitude of teachers in all public elementary schools of Mataasnakahoy District, Division of Batangas toward the inclusion of children with special educational needs (CSEN) in regular classrooms. The study involved a population of 120 teachers and school heads, from which 85 respondents were selected through simple random sampling for testing. Data were gathered through a questionnaire containing structured knowledge items, attitude statements, and an interview component. The results showed an average level of knowledge toward inclusion, with 55.08% average correct responses. The overall attitude toward inclusion was partly positive, with an overall weighted mean of 2.52. The professional, philosophical, and logistical dimensions obtained weighted means of 2.52, 2.53, and 2.51, respectively. Among the profile variables examined, gender showed a statistically significant relationship with attitude toward inclusion (r = 0.275, p = 0.011), while the other profile variables did not show significant relationships. The correlation between knowledge and attitude was also not significant (r = -0.088, p = 0.425). Based on the findings, the study proposed a seminar-workshop and related school-based activities focused on strengthening teachers’ understanding of inclusive education, building confidence and positive attitudes, improving classroom and behavioral-management strategies, and providing opportunities for open discussion and collaboration.

inclusive education, teachers’ knowledge, teachers’ attitude, special educational needs, public elementary schools, Mataasnakahoy, Batangas, teacher preparedness

1. Adjodhia-Andrews, A.D. (2007). Inclusive education in Guyana: Perspectives of policy-makers, teachers, and parents of children with special needs (Master’s thesis). Ryerson University, Toronto, Ontario, Canada. Retrieved from http://www.ecdgroup.com/docs/lib_004491335.pdf [Google Scholar] [Crossref]

2. Argente, A. (2009). Involvement of the Regular Children Manifesting Indicators of Attention Deficit Hyper Activity Disorder (ADHD). [Google Scholar] [Crossref]

3. De Jesus, A. (2011). Attitudes of Employers Towards Employees with Emotional and Behavioral Disorders. [Google Scholar] [Crossref]

4. Bandura’s Theory of Self Efficacy. http://www.ecdgroup.com [Google Scholar] [Crossref]

5. Brynes, M.A. (2002). Taking sides: Clashing views on controversial issues in special education. Connecticut: McGraw-Hill/Dushkin. [Google Scholar] [Crossref]

6. A.L.C. (2011). Teachers’ Awareness and Concerns Towards Students With Emotional and Behavioral Disorders (EBD). [Google Scholar] [Crossref]

7. Center on Education Policy (2002). Philippines. [Google Scholar] [Crossref]

8. Costello and Boyle (2013). Pre Service Secondary Training Teachers’ Attitude Towards Inclusive Education. [Google Scholar] [Crossref]

9. DECS Order No. 26, S. 1997. Institutionalization of SPED Programs in All Schools. [Google Scholar] [Crossref]

10. Dizon, E.I. (2011). Inclusive education: Educating the child with special needs in the regular classroom. Proceedings of the Conference on Current perspectives, support services and best practices. Special Education Faculty, College of Education, UP Diliman, Quezon City. [Google Scholar] [Crossref]

11. Dizon, E.I. (2012). Behavior and Instructional Management of Children with Special Educational Needs: Towards Significant Achievement in the Regular School. Philippines: Special Education Area, UP College of Education. [Google Scholar] [Crossref]

12. Dizon, E.I. (2013). Helping Learners with Special Educational Needs Achieve in the K-12 Plan. Special Education Area, UP College of Education. [Google Scholar] [Crossref]

13. Drame, E.R. and Kamphoof, K. (2014). Perceptions of disability in and access to inclusive education in West Africa: A comparative study in Dakar, Senegal. International Journal of Special Education, 29(3). Retrieved from http://www.internationalsped.com [Google Scholar] [Crossref]

14. European Journal of Special Educational Needs (2002). [Google Scholar] [Crossref]

15. Futch, F. (2009). Inclusion, Exclusion, and Ideology: Special Education Students’ Changing Sense of Self. The Urban Review, 35(3), 233-252. [Google Scholar] [Crossref]

16. Forlin, C., Earle, C., Muege, T. and Echeva, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65. [Google Scholar] [Crossref]

17. Henry and Farrell. (2009). How to Design and Evaluate research in Education (7th ed.). New York: Mc-Graw Hill Companies. [Google Scholar] [Crossref]

18. International Journal On Special Education (2010). [Google Scholar] [Crossref]

19. J.E. Espinosa (2006). Inclusive Education Program of Children with Dyslexia. [Google Scholar] [Crossref]

20. Jesness, J. (2002). You have your teacher’s permission to be ignorant. In M.A. Brynes (Ed.). Taking sides: Clashing views on controversial issues in special education (pp. 243-246). Connecticut: McGraw-Hill/Dushkin. [Google Scholar] [Crossref]

21. Khan, T.A. (2011). Investigation of secondary school teachers’ attitudes towards and knowledge about inclusive education in Bangladesh (Master’s thesis). University of Canterbury, Christchurch, New Zealand. Retrieved from http://ir.canterbury.ac.nz [Google Scholar] [Crossref]

22. Flem and Keller. (2000). Comparing special education in the United States and China. International Journal of Special Education, 27(2). Retrieved from http://www.internationaljournalofspecialeducation.com [Google Scholar] [Crossref]

23. Meriam Webster Dictionary (2016). [Google Scholar] [Crossref]

24. McGregor and Campbell. (2011). Solving organizational barriers to inclusion using education, creativity, and teamwork. Impact News Letter, 16(2), 16-17. Retrieved from http://library.ncrtm.org [Google Scholar] [Crossref]

25. MacBeath, J., Galton, M., Steward, S., Daniel and King. (2006). The Costs of Inclusion: A Report Commissioned by the National Union of Teachers Concerning Inclusion in Schools. Cambridge: University of Cambridge. [Google Scholar] [Crossref]

26. Gilbreath and Maiuri (2014). Inclusive education and perceptions of learning facilitators of children with special needs in a school in Sweden. International Journal of Special Education, 29(2). Retrieved from http://www.internationalsped.com [Google Scholar] [Crossref]

27. Muega, M.A. and Echavia, D. (2011). Inclusion of Exceptional Students in Regular Classrooms: School Readiness and Teachers’ Knowledge and Willingness. (Unpublished article). [Google Scholar] [Crossref]

28. M. N. Manalo (2007). Special Education program for a Private School in Lipa City: A Proposal. [Google Scholar] [Crossref]

29. Sayeski, S. (2006). From policy to practice: A South-African perspective on implementing inclusive education policy. International Journal of Whole Schooling, 3(1). Retrieved from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html [Google Scholar] [Crossref]

30. Paliokosta. P. Facal (2010). The Inclusive Education Programs in the Division Of Olongapo City: Towards a School Improvement Plan. [Google Scholar] [Crossref]

31. P. & Giangreco, S. (2010). Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. The University of Warwick. Retrieved from http://dx.doi.org/10.1111/j.1467-9604.2010.01464 [Google Scholar] [Crossref]

32. P. Olumeri (2015). Attitude of Teachers to Students with Special Needs in Mainstream in Public Secondary Schools in South-Western Mindanao. [Google Scholar] [Crossref]

33. Senate of the Philippines. (2011, October). Senate Bill No. 3002. Special Education Act. Retrieved from https://www.senate.gov.ph [Google Scholar] [Crossref]

34. Strauss, A. (1987). Qualitative Analysis for Social Scientists. New York: Cambridge University Press. [Google Scholar] [Crossref]

35. Department of Education. (2019). DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Program. [Google Scholar] [Crossref]

36. Department of Education. (2021). DepEd Order No. 44, s. 2021: Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program. [Google Scholar] [Crossref]

37. Republic of the Philippines. (1992). Republic Act No. 7277: Magna Carta for Disabled Persons, as amended. [Google Scholar] [Crossref]

38. Strauss, A. and Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. California: Sage Publications, Thousand Oaks. [Google Scholar] [Crossref]

39. United Nations. (2006). Convention on the Rights of Persons with Disabilities. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml [Google Scholar] [Crossref]

40. UNESCO. (2004). The right to education for persons with disabilities: Towards Inclusion. Retrieved from http://unesdoc.unesco.org [Google Scholar] [Crossref]

41. UNESCO. (2013). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://unesdoc.unesco.org [Google Scholar] [Crossref]

42. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2000). A Guide to the Individualized Education Program. [Google Scholar] [Crossref]