Enhancement program for inclusive kindergarten in Southern Philippines
DOI:
https://doi.org/10.51453/2354-1431/2018/219Từ khóa:
Inclusive; kindergarten; special needs; practices; implementation;challenges.Tóm tắt
This study focused on the evaluation of how inclusive kindergarten schools implemented the inclusion of kindergarten with disabilities. It determined the level of implementation of inclusive education practices; the extent of attainment of the program; recognized best practices and challenges met by the respondents. This research employed the descriptive evaluative design and qualitative method through a focus group discussion with the principals and teachers. Results showed that the implementation of inclusive kindergarten program is generally observed to be very high; attainment of the program objectives/outcomes yielded a high level of implementation with approximately 61%-80% target indicators; best practices include dedication of teachers, appropriate school environment, in-service trainings conducted, curriculum modification and support of parents, while challenges met consisted of attitude of teachers towards inclusive education, workload of teachers, acceptance of parents, assessment and strategies in handling children with behavioral problem. Hence, the study concluded that inclusive education in Davao Region is highly implemented. It is recommended that intensive trainings and seminars on special education-related topics for both regular and SPED teachers be designed; intensify support to kindergarten teachers in terms of professional and financial needs; and child find should be conducted both by SPED teachers and regular teachers.
Tải xuống
Tài liệu tham khảo
1. Agbenyega, Joseph and Umesh Sharma. Leading inclusive education: measuring effective’ leadership for inclusive education through a bourdieuian lens. Measuring Inclusive Education International Perspectives on Inclusive Education, Volume 3, 115_132Emerald Group Publishing Limited, 2014;
2. Avramidis, E. & Norwich, B. Teachers’ attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17 (2), 2002, 129-147;
3. Barbetta, P.M., Norona, K.L. &Bicard, D.F. Classroom behavior management: a dozen common mistakes and what to do instead. Preventing School Failure 49.3: 11 (9), 2005;
4. Barr, Jessica The Philosophy of Education. Retrieved September 9, 2016 Fromhttp://www.froebelweb.org/web2005.html, 2002;
5. Bureau of Elementary Education, Special Education Division, 2008). Retrieved June 2,2016 from http://www.deped.gov.ph;
6. California Department of Education, Handbook on assessment and evaluation in early childhood special education programs. Sacramento, California, 2000;
7. Cabajes, A.V. An assessment of readiness of private preschools for inclusive education: basis for intervention. master’s thesis, University of Southeastern Philippines, Davao City, 2006;
8. Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K, Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapel Hill, 2010;
9. Child Care Law Center, All children have individual needs building an inclusive preschool for all program principles and considerations for planning and implementation. California 94104, 2004;
10. Cohen, Jonathan, McGabe, Elizabeth, Nicholas, Michelle and Pickerel, Terry, School climate: research, policy, practice, and teacher education. Retrieved April 15,2016 from http://www.ijvs.org/files/Publications/SchoolClimate.pdf, 2009;
11. Cook, B.G., Tankersley, M., Cook, M. & Landrum, T.J, Teachers’ attitudes toward their included students with disabilities. Exceptional Children 67.1: 115. InfoTracCustom Periodicals. V, 2000;
12. Cross, L., Salazar, M.J., Campuzano, N.D. &Batchelder,H.W, Best practices and considerations: including young children with disabilities in early childhood settings. Retrieved February 26, 2017 from Focus on Exceptional Children: 1+. InfoTrac Custom Periodicals, 2009;
13. D’Amico, Joan and Kate Gallaway, Differentiated instruction for the middle school science teacher activities and strategies for an Inclusive Classroom Published by Jossey-BassA Wiley Imprint, 2010;
14. Department of Education, Master List of Elementary Education. Retrieved June 15, 2016 from http://www.deped-davaocity.ph/cpanel/ SchoolDir/elementary.php;
15. DepEd Orders No. 72 series of 2009. Retrieved July2.2016.from.http://www.deped.gov.ph/orders/do-72- s 2009;
16. Gal, E., Scheur, N., and Yeger, B, Inclusion of children with disabilities: teachers’ attitudes and requirements for environmental accommodations. International Journal of Special Education Volume: 25.3, 2010;
17. Gaylor, Erika and Donna Spiker, PhD, Home visiting programs and their impact on young children’s School Readiness. USA, 2012;
18. Heward, W. L, Exceptional children: an introduction to special education (7th ed.). Englewood Cliffs, NJ: Merill/Prentice-Hall, 2003;
19. Hughes, William and Pickeral, Terry, School climate and shared leadership. New York, NY: National School Climate Center, 2013;
20. Inciong, T. G., Quijano,Y.S., Capulong,Y.T., & Gregorio, J.A, Introduction to special education. Philippines:Rex Book Store Inc, 2007;
21. Jackman, Hilda, Early education curriculum: a child’s connection to the world, Fifth Edition. Wadsworth USA, 2012;
22. Johnstone, C, Inclusive education policy implementation: implications for teacher workforce development in 9obago9d and 9obago. International Journal of Special Education Volume: 25.3, 2010;
23. Jordan, Anne and Donna McGhie-Richmond, Identifying effective teaching practices in inclusive classrooms. Measuring Inclusive Education International Perspectives on Inclusive Education, Volume 3, 115_132 Emerald Group Publishing Limited Kemple, 2014;
24. Thomas Ernest Boston, A conceptual analysis of key concepts in Inclusive education. University of Iowa, Iowa research Online, 2012;
25. K-12 Curriculum Guide Kindergarten, Department of Education DepEd Complex, Meralco Avenue Pasig City, 2012;
26. Leatherman, J. M, I just see all children as children: teachers’ perceptions about inclusion. The Qualitative Report Volume 12 Number 4 594-611, 2007;
27. Magna carta for persons with disabilities and its implementing rules and regulations (Republic Act No. 7277). Quezon City, Philippines;
28. Owen, John M, Program Evaluation: Forms and Approaches 3rd edition. Allen & Unwin, Australia, 2006;
29. Reynolds, G, No limits: teachers including learners with disabilities in regular classrooms. Philippines, Department of Education and BEAM, 2007;
30. Sonawat, R. and Furia, K, A study to identify exemplary teacher qualities in preschool education centers. Journal of Early Childhood Development Vol. III. Kathmandu, Nepal, 2006;
31. UNESCO, Becoming an Inclusive-friendly Learning Environment, 2004;
32. UNESCO Asia Pacific regional Bureau for Education, Thailand andUNESCO, Becoming an Inclusive-friendly Learning Environment. UNESCO Asia and Pacific regional Bureau for Education, Thailand, 2015;
33. UNESCO, Open file on inclusive education: support materials for managers and administrators. Retrieved April 1, 2016, from http:www.unesco.org/education/Inclusive, 2003;
34. Whitebread, David and Penny Coltman, Teaching and learning in the early years Third edition. Routledge, London, 2008.
Tải xuống
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Giấy phép Quốc tế Creative Commons Attribution-ShareAlike 4.0 .
Bài báo được xuất bản ở Tạp chí Khoa học Đại học Tân Trào được cấp phép theo giấy phép Ghi công - Chia sẻ tương tự 4.0 Quốc tế (CC BY-SA). Theo đó, các tác giả khác có thể sao chép, chuyển đổi hay phân phối lại các bài báo này với mục đích hợp pháp trên mọi phương tiện, với điều kiện họ trích dẫn tác giả, Tạp chí Khoa học Đại học Tân Trào và đường link đến bản quyền; nêu rõ các thay đổi đã thực hiện và các nghiên cứu đăng lại được tiến hành theo cùng một bản quyền.
Bản quyền bài báo thuộc về các tác giả, không hạn chế số lượng. Tạp chí Khoa học Tân Trào được cấp giấy phép không độc quyền để xuất bản bài báo với tư cách nhà xuất bản nguồn, kèm theo quyền thương mại để in các bài báo cung cấp cho các thư viện và cá nhân.
Mặc dù các điều khoản của giấy phép CC BY-SA không dành cho các tác giả (với tư cách là người giữ bản quyền của bài báo, họ không bị hạn chế về quyền hạn), khi gửi bài tới Tạp chí Khoa học Đại học Tân Trào, tác giả cần đáp ứng quyền của độc giả, và cần cấp quyền cho bên thứ 3 sử dụng bài báo của họ trong phạm vi của giấy phép.
