Michelle B. Jugan, T. NiñaRozanne, D. Reyes, Jr Joseph C. Pepito, Reylan Capuno, Lilibeth C. Pinili, Ann Frances, P. Cabigon, Regina E. Sitoy, Irene O. Mamites
{"title":"Attitudes of Elementary Teachers Towards Inclusive Education of Learners with Special Education Needs in a Public School","authors":"Michelle B. Jugan, T. NiñaRozanne, D. Reyes, Jr Joseph C. Pepito, Reylan Capuno, Lilibeth C. Pinili, Ann Frances, P. Cabigon, Regina E. Sitoy, Irene O. Mamites","doi":"10.52783/pst.487","DOIUrl":null,"url":null,"abstract":"This study examined the inclusion teachers' attitudes towards inclusive education in the public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through the M-STATIC structured questionnaire. Most teachers were experienced females aged 34-43 years, married with some graduate studies. They had 1-5 years of teaching experience in inclusion yet only 1-2 inclusive education training sessions. Results found teachers generally supported inclusive philosophies and recognized social benefits but had concerns regarding training, resources, and support. While philosophically positive, worries existed about the support and resources needed in the classrooms. Pearson’s r correlations and one-way ANOVA found no significant relationships between demographic profiles and attitudes. Based on these findings, a Teacher Inclusion Support Plan was recommended and customized for each school to enhance the long-term implementation of high-quality inclusion practices through ongoing, evidence-driven capacity building and professional development.\nDOI: https://doi.org/10.52783/pst.487","PeriodicalId":20420,"journal":{"name":"Power system technology","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Power system technology","FirstCategoryId":"1087","ListUrlMain":"https://doi.org/10.52783/pst.487","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Engineering","Score":null,"Total":0}
引用次数: 0
Abstract
This study examined the inclusion teachers' attitudes towards inclusive education in the public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through the M-STATIC structured questionnaire. Most teachers were experienced females aged 34-43 years, married with some graduate studies. They had 1-5 years of teaching experience in inclusion yet only 1-2 inclusive education training sessions. Results found teachers generally supported inclusive philosophies and recognized social benefits but had concerns regarding training, resources, and support. While philosophically positive, worries existed about the support and resources needed in the classrooms. Pearson’s r correlations and one-way ANOVA found no significant relationships between demographic profiles and attitudes. Based on these findings, a Teacher Inclusion Support Plan was recommended and customized for each school to enhance the long-term implementation of high-quality inclusion practices through ongoing, evidence-driven capacity building and professional development.
DOI: https://doi.org/10.52783/pst.487
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