MARICRIS L.

LLANO
Master of Arts in Education major in Special Education
SPED 608

Module 3. Assignment
Make one (1) short paragraph in reaction to each topic.
a. Attitudinal Barrier
b. Lack of Coordination Among Government Agencies in the Provision of Programs and Services
c. Dearth of Researches and Studies re Children with Special Needs

A. Attitudinal Barrier

Inclusive education focuses on including and bringing together students with learning or physical challenges
in one classroom setting. And this practice has places extra demands on students and teachers. We cannot
deny the fact that there are risks on bringing up inclusive classroom. Teachers need to be very cautious of the
type of teaching methods and approaches so that it can reach more students at a time with different abilities.
And one of the many is known to be is the “Attitudinal barriers”. Some of the greatest barrier to inclusion in
education is the negative attitudes among people toward people who are differently abled. They always look
at them with an indifferent attitude and ways. They feel people with disability are not capable to do different
activities, their skills are not enough to tackle the challenges of the society, they lack proper mind-set to live
in the society, and they are not capable of being educated. They feel people with disability cannot succeed
and their progress is very slow and not consistent. They tend to assume that a person with disability is
someone who cannot understand them it’s as if they are lack of knowledge about everything. Some would
make a person feel as though they are doing them a favour because of pity or empathy. At work, sometimes
people with disability are paid less as compared to others, on the assumption that their contribution is less
compared to others. These barriers often emerge from a lack of understanding, which can lead people to
ignore, to judge, or have misconceptions about a person with a disability. Teachers tend to be broadly
positive about the principle of inclusion while at the same time viewing its practical implementation as
problematic. Some teachers with negative attitudes believe that inclusion is a burden and they should receive
special provisions for the same. This is why I do believe that the teachers with the help of schools heads and
the community are the frontliners in making inclusive education become less of a negative impression in
educational process. This can be done if the teacher is well- trained in handling a special child and is also
patient in meeting the needs of the child in an inclusive classroom.

B. Lack of Coordination Among Government Agencies in the Provision of Programs and Services

Inclusive education will not be successful with a sole parent and teacher effort only. There are a lot of needs,
rights and privileges that must be given to disabled persons for them to have a proper place in our
community. And this is one of the programs that are currently being addressed by the government. There are
still an obvious inadequacy of SPED facilities, programs and services in the country, but with the efforts with
government agencies and other organizations, the program will for sure improve. This has a big impact on the
total well-being of disabled persons with disabilities. They are part of the society, thus the Government shall
give full support to the improvement of the total well-being of disabled persons and their integration into the
mainstream of society.
C. Dearth of Researches and Studies re Children with Special Needs

One of the key factors on the success of the implementation of SPED programs is the assessment and
identification of the main challenges. Knowing the root cause of every problem may gear to proper
approaches on the real demands of SPED program. Improving the research and studies on children with
special needs will establish the best services and support from partner agencies and most importantly with the
inclusive education personnel. While lack in doing such may result only to poor and useless decisions which
will hinder the goal in giving the full success of the SPED teaching-learning process.