Epistemological Beliefs of De La Salle LIPA Integrated School Teachers Towards Inclusion of Students with Special Needs in the Regular Classroom

Maria Theresa Bolo Kalaw

ABSTRACT

One of the aspects of a successful program for inclusion of students with special needs in the regular class is the readiness of the teachers to cater to their individual needs. Studies show that general education teachers tend to use techniques intended for the class as a whole and integrate minimal or no modifications based on students’ needs. The purpose of this case study, conducted during the third quarter of school year 2015, was to establish how competent the teachers from the Integrated School of De La Salle Lipa feel about addressing the needs of children with special needs (CSN). One hundred eighteen teachers from the elementary and high school departments participated in the study. Collection of data was done through administering a questionnaire and conducting focus groups. The two-page questionnaire intended to draw responses from the teachers was administered to discover the degree to which they facilitate meeting the needs of CSN. Through this study, a formal program for training teachers in the Integrated School was proposed to enable them to recognize modified instruction by giving them detailed approaches and procedures which can be employed for different kinds of students mainstreamed in the regular classroom set up.

KEYWORDS

Scholarship of teaching and learning

FULL TEXT

Epistemological Beliefs of De La Salle LIPA Integrated School Teachers Towards Inclusion of Students with Special Needs in the Regular Classroom

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