Teachers’ Preparedness for Inclusive Education

Abstract

The Commission of Higher Education mandates all Teacher Training Institutions in the Philippines to offer a professional course on inclusive education starting school year 2018-2019. The study determined the level of preparedness of the Benguet State University Teacher Education faculty members to teach the said course. Specifically, it determined their familiarity with the principles that underpin inclusive education, skill in managing inclusive classes, and attitudes towards inclusion. Comparisons on these three main variables were made in terms of the level that they taught, years in the teaching service, and whether they had orientation on inclusive education or none. Two factors related to familiarity with inclusion principles were identified - decision-making with learners and stakeholders' active involvement. The teachers were moderately familiar with both principles but were significantly more familiar with the principles related to stakeholder’s active involvement. Significant differences were observed on familiarity when involving stakeholders according to level taught and years in service. Respondents with or without orientation on inclusive education had comparable levels of familiarity with the inclusion principles. The teachers were moderately efficacious in enhancing learning, classroom management, and establishing relationships. They had a significantly higher level of efficacy on classroom management than on enhancing learning and establishing partnerships. Significant differences were observed in the efficacy levels according to level taught and years of service but none in terms of attendance to orientation for inclusion. Two factors related to agreeing towards inclusion attitudes were identified: improvement for successful inclusion and mainstreaming. The agreement level for attitudes toward self-improvement is significantly greater than attitude toward mainstreaming in inclusive education. Significant differences in attitudes on self-improvement were found along the level taught and years in service. The findings have implications for an improved training level for both in-service and pre-service teachers, policy on all tertiary level programs, and consciousness-raising about diversity to the larger society.