A case study of regular teachers handling children with special needs in general education classrooms
DOI:
https://doi.org/10.51453/2354-1431/2016/99Keywords:
generalist teachers/classroom, inclusive classes/education, children with special needs, curricular modificationsAbstract
The Philippines implements Inclusive Education as a strategy to increase participation rate of
children in school. One of the program options in this implementation is the placement of children with special needs (CSN) in regular or general education classrooms where the child learns with his/her peers under the regular teacher who addresses the child's needs. This paper is a case study of
two regular teachers in such a situation which is aimed at exploring their readiness for inclusive
education, their challenges and curricular modifications and/or adaptations in addressing CSN. It also determined some ways to improve the implementation of inclusive education. A case study approachwas utilized in the conduct of this study, utilizing informative and contextual data. In particular, two
teachers were purposely involved in a one-on-one interview followed by a focus group discussion
(FGD). Through thematic analysis, it is revealed that the readiness of teachers was centered on the
concepts and beliefs on inclusive education. They acknowledged the feeling of being awkward and
uncomfortable in handling children with special needs for some hygienic problems like salivating and
excessive sweating. They also expressed a burden on handling children with behavioral problems
because it disrupts classes. The essential skills necessary in handling children with special needs is
wanting. This prompted the teachers to make some curricular modifications like giving a child
different but simplified activities from the regular children. Hence, this study recommends that more
in-service trainings be given for teachers who took up their education degree in the old curriculum so
that their capacity in handling inclusive classes will be enhanced and they would be able to give
appropriate curricular modifications to children with special needs.
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