Paper Key : IRJ************853
Author: Denesse Mae V. Fernandez
Date Published: 06 Oct 2023
Abstract
Abstract The purpose of this study is to determine the relationship between understanding and commitment to inclusive education of teachers handling learners with special needs. The participants were 50 teachers at public elementary schools in Cateel. A mixed method approach was applied in this study. In order to collect the data, questionnaires were given to the teachers. The results obtained throughout this study reveal that teachers need to be trained about inclusive education in order for them understand well the program. It also reveals that support has great impact on its implementation. Keywords: inclusive education, trainings, support1. INTRODUCTIONAlthough inclusion classrooms are a great idea, they necessitate extensive preparation, tolerance, and compassion on the part of the teachers. Students in fully inclusive classes range from those who are usually developing to those who have severe and profound disabilities, representing the entire educational and developmental spectrum. This makes it difficult for the teacher to provide balanced support for each learner.Inclusive education is emphasized in the Department of Education Republic of the Philippines, which mandates the Department of Education to quickly resolve issues and ensure every student has the right to an equitable education. In light of the ongoing shift towards inclusivity, teachers must adapt and evolve their teaching practices accordingly.One of the objectives of every teacher, according to the Culajara (2022) study, is to provide effective and fruitful teaching and learning processes. The most recent epidemic has brought attention to the necessity for educators to be passionate about ensuring high-quality education and enhancing their teaching techniques. Teachers must have the tenacity to uphold their views and ideals, especially in challenging situations, when working with diverse pupils as we get closer to the era of inclusivity.To provide inclusive education in a typical mainstream setting, teachers must include special needs students as much as is practical in a typical classroom setting, M. R. O. Nuez and S. S. Rosales (2021). Inclusion in the educational system is supported by instructorscapability to impart knowledge, foster good character traits, and increase gifted kidsability to overcome challenges in life, Dela Fuente (2021). As a result, there is a dearth of knowledge on how to provide outstanding service in inclusive courses, which makes it challenging for teachers to be ready and to show their competency in various approaches to inclusive education. Allam and Martin's argument that teachers who assist kids with learning challenges view them as unqualified since they lack any special needs education training from the school supported this.Another difficulty teachers face is adapting and responding to the educational learning requirements of students with special educational needs and impairments, Toguero (2020). As the department offers a variety of program implementations to deliver high-quality educational services, it is only appropriate to prepare the competencies and instructional strategies required to offer an inclusive class. This can be done if the teacher is skilled at delivering instruction and has adequate support for all of the activities involved in inclusive education. The uniqueness of this study will enable schools to learn about instructorsexperiences in inclusive courses and determine which implementation strategies should be prioritized in the institution.In a connected and interconnected world, teachers need to comprehend these ideas in order to instruct pupils successfully and adopt a global viewpoint, as stated in the study by McGaha and Linder (2014). As a result, it is essential for teachers to have access to specialized training and professional development opportunities. Teachers may better serve their students and provide an inclusive learning environment that promotes growth, development, and achievement by continuing their education and training.Inclusion is the norm today at all educational levels. It ought to be afforded equal opportunity and respect for diverse values. Teachers should be innovative, incorporate learning, and use differentiation and personalization in their instruction as diversity increases and abilities vary. Although inclusion is commonly accepted as a desirable educational goal, Vengoechea and Garcia (2020) have noted that some teachers view it as problematic due to a lack of resources and skills. To address the evolving demands of the educational landscape, educators must receive extensive training, modify their teaching methods, and increase their dedication and commitment in order to effectively serve LWD. Education professionals must be knowledgeable on the most recent teaching techniques and recommended procedures for dealing with students as the implementation of inclusive education continues to change.For this reason, the purpose of this study is to determine the relationship between understanding and commitment to inclusive education of teachers handling learners with special needs.Finally, inclusive education implementers will benefit from these results because of the valuable information about the relationship between understanding and commitment to inclusive education of teachers handling learners with special needs they will provide. These resultswill represent a great source of information about the community involved in theeducational field which will contribute to the improvement of the implementation of the inclusive education.