Inclusive Education Practices of Non-SpEd Teachers for Mainstreamed Children with Special Needs

Ma. Jovilla T. Palanca; Mirasol A. Arguilles; Nonilon B. Consul; Melbert O. Hungo

doi:10.61569/q5akp152

Inclusive Education Practices of Non-SpEd Teachers for Mainstreamed Children with Special Needs

Authors

Ma. Jovilla T. Palanca Southern Leyte State University, Tomas Oppus, Southern Leyte, Philippines Author
Mirasol A. Arguilles Southern Leyte State University, Tomas Oppus, Southern Leyte, Philippines Author
Nonilon B. Consul Southern Leyte State University, Tomas Oppus, Southern Leyte, Philippines Author
Melbert O. Hungo Southern Leyte State University, Tomas Oppus, Southern Leyte, Philippines Author https://orcid.org/0000-0002-3306-2924

DOI:

https://doi.org/10.61569/q5akp152

Keywords:

Inclusion, Mainstreaming, Non-SpEd teachers, Regular classroom setting, Scaffolding

Abstract

This study aimed to investigate and narrate non-SpEd teachers’ inclusive education practices for mainstreamed children with special needs. This paper utilized a phenomenological study participated by purposively sampled 21 non-SpEd teachers who best met the purpose of the study. Data gathered were analyzed through thematic analysis. Five of the common, inclusive education practices were found: (1) providing extra time to complete the required task, (2) allowing students to take tests in a different setting, (3) structuring classroom such that students with special needs sit where they learn best, (4) structuring activities and experiences, and (5) giving students alternate projects or assignment. Thus, non-SpEd teachers employed common yet fundamental inclusive education practices in handling mainstreamed children with special needs. Therefore, these practices are not enough to accommodate the needs of diverse learners appropriately.

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Published

2021-12-30

Issue

Vol. 9 (2021): Journal of Educational and Human Resource Development

Section

Articles

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the license is given, and indication of whether changes were made. See: Creative Commons Attributions 4.0 International License.