SpEd 117n T484

Group 3
Members:

Alenzuas, Princess
Alivio, Myca
Avila, Mary Gina
Bisnar, Robert
Cagas, Darlyn
Canasta, Gweneth
Donayre, Franz Edwynne
Esteta, Allyra
Lucero, Carla
Morales, Rose Jane

Introduction:
Inclusive and special education, shaped by insights from diverse scholarly
perspectives, represents a transformative paradigm in fostering equitable learning
environments. According to UNESCO's "Towards Inclusive Education" (2017), the
shift towards inclusivity transcends mere integration, emphasizing the creation of
spaces where all learners, regardless of their abilities or backgrounds, can thrive
together. Building on this, Florian and Black-Hawkins (2011) argue in "Exploring
Inclusive Pedagogy" that inclusive education should be viewed as a dynamic
process accommodating the diverse needs of students.
Moreover, Slee's work in "The Irregular School" (2011) challenges traditional
notions, highlighting how a singular approach to education fails to address the
complexities of individual differences. Drawing on the ethical dimension, Farrell and
Ainscow (2002) in "Making Special Education Inclusive" stress the importance of
fostering a sense of belonging for students with special needs, advocating for
inclusive practices that extend beyond the classroom.
In the context of policy, Norwich's "Dilemmas of Difference, Inclusion, and
Disability" (2008) underscores the significance of policy frameworks in shaping
inclusive education. These varied perspectives collectively underscore the need for a
holistic understanding of inclusive and special education that transcends the
boundaries of conventional models, fostering environments where every learner is
afforded equal opportunities to thrive.

Methodology:
This quantitative study was conducted in order to determine how the respondents
perform and modify teaching strategies in order to effectively cater learners with
learning disabilities with regards to special and inclusive education programs. The
participants qualified for this sample survey must be elementary or secondary public
school teachers. In order to gather the data needed a total of 10 respondents were
humbly asked to participate. A Google form was used in gathering the data
instrument for this study.

Results:
1.

Strongly Agree
Agree
50% 50%
Disagree
Strongly Disagree

2.
Result

Strongly Agree
Agree
44.4% Disagree
55.6% Strongly Disagree
3.
Result

Strongly Agree
40% Agree
Disagree
60% Strongly Disagree

Result
4.

Strongly Agree
30%
Agree
Disagree
70% Strongly Disagree

5.
Strongly Agree
Agree
50% 50%
Disagree
Strongly Disagree

6. Result
10% 20% Strongly Agree
Agree
Disagree
Strongly Disagree
70%
7.
Result
Strongly Agree
40% Agree
Disagree
60%
Strongly Disagree

8.
Result
Strongly Agree
40% Agree
Disagree
60%
Strongly Disagree

Result
9.
Strongly Agree
40% Agree
Disagree
60% Strongly Disagree

Result
10.
10% Strongly Agree
Agree
30% Disagree
60% Strongly Disagree
11.
Result
20% Strongly Agree
Agree
Disagree
Strongly Disagree
80%

Result
12.
Strongly Agree
40% Agree
60%
Disagree
Strongly Disagree

Result
13.
30% Strongly Agree
Agree
Disagree
70% Strongly Disagree

Result
14.
10% 20% Strongly Agree
Agree
Disagree
Strongly Disagree
70%

15.
 Result

10% 20% Strongly Agree

Agree
Disagree
Strongly Disagree
70%

Analysis

SA A D SD MEAN M2 STANDARD INTERPRETATION

DEVIATION
5 5 0 0 1.5 2.5 1 STRONGLY AGREE
6 4 0 0 1.4 2.2 0.89 STRONGLY AGREE
4 6 0 0 1.6 2.8 1.09 STRONGLY AGREE
7 3 0 0 1.3 1.9 0.77 STRONGLY AGREE
5 5 0 0 1.5 2.5 1 STRONGLY AGREE
2 7 1 0 1.9 3.9 1.41 STRONGLY AGREE
4 6 0 0 1.6 2.8 1.09 STRONGLY AGREE
6 4 0 0 1.4 2.2 0.89 STRONGLY AGREE
6 4 0 0 1.4 2.2 0.89 STRONGLY AGREE
6 3 1 0 1.5 2.7 1.09 STRONGLY AGREE
8 2 0 0 1.2 1.6 0.63 STRONGLY AGREE
4 6 0 0 1.6 2.8 1.09 STRONGLY AGREE
7 3 0 0 1.3 1.9 0.77 STRONGLY AGREE
2 7 1 0 1.9 3.9 1.41 STRONGLY AGREE
2 7 1 0 1.9 3.9 1.41 STRONGLY AGREE

VALUE
ALLOCATION
1 2 3 4 0 - 1.49 STRONGLY AGREE
1 4 9 16 1.50 - 2.49 AGREE
2.50 - 3.49 DISAGREE
3.50 - 4 STRONGLY
DISAGREE

Discussion
 As a result of the conducted survey Question 1: I have a clear understanding of
inclusive education. In this question, 50% of teachers from primary and secondary
schools strongly agreed, and 50% of them agreed that they have clear knowledge
and understanding of inclusive education. This indicates that these teachers have full
knowledge about this and practice it in this kind of educational setting. They were
fully aware of how they would ensure that all students, regardless of differences, felt
included and supported in school. Question no. 2: I forge a home, school, and
community collaboration. In this question, 55.6 % of teachers from primary and
secondary schools agreed and 44.4 % of them strongly agreed that they forge home,
school, and community collaboration. This indicates that these teachers have fully
forged collaboration with their community and schools. They ensure the learner's
background and environment are safe. Question no. 3: School administration fully
supports inclusive education. In this question 60% of the teachers from primary and
secondary schools agreed and 40 % of them strongly agreed that they fully support
inclusive education. They make sure to engage in inclusive education in their class.
Question no. 4: I am aware of my duties and responsibilities to my learners. It
shows that 30% of the teachers from primary and secondary schools agreed and 70
% of them strongly agreed that they are aware of their duties and responsibilities for
their learners who have special needs. They make sure that their students are safe
and they take responsibility of their learners during class hours. Question no. 5: I
collaborate and solve problems about my learners with colleagues. It shows that
50% of teachers from primary and secondary schools agreed and 50% of them
strongly agreed that they collaborate and solve problems about their learners with
their colleagues. They collaborate with other teachers for the improvement of their
learners. Question no. 6: I employ different co-teaching models. It shows that 70%
of the teachers from primary and secondary schools agreed and 20 % of them
answered strongly agreed and 10% of them answered disagreed that they employ
different co- teaching models. This indicates that some of the teachers employ
different co- teaching models in their teaching and there is 10% of them disagree
which means that they don't employ different co- teaching models in their teaching.
Question no. 7: I'm aware of different teaching strategies to facilitate learning. It
shows that 60 % of the teachers from primary and secondary schools agreed and
40% of them strongly agreed that they are aware and have knowledge about the
different teaching strategies in facilitating learning of the learners. This indicates that
they were fully aware of the different teaching strategies in facilitating the learning of
their students. Question no. 8: I used differentiated instruction. It shows that there
are 40% of teachers from primary and secondary schools agreed and 60% of them
strongly agreed that they used differentiated instructions in their teaching. This
indicates that they used different learning instructions in their students that have
different needs. In question no. 9: I empower learners to work harder to succeed, in
this question, the teacher’s response mostly 40% agreed and 60% strongly agreed.
This indicates that they make sure to do their job to make the learners learn properly.
Question no. 10: I conduct remedial instructions. The response majority 60%
strongly agreed and 30% agreed however there is 10% disagreed. This indicates
that teachers are aware of taking remedial. However, some teachers are not fund of
it. Question no. 11, I promote positive discipline, the response of the teachers is
80% strongly agreed and 20% agreed. This indicates that they are promoting a good
proper discipline in handling their students. In question no 12, I searched for
providing related services for their learners. The response of the teachers is 60%
strongly agreed and 40% agreed. This indicates that most of their techniques come
from their way of research to support their teaching. In question no. 13, I plan their
lessons daily. Teachers response are 70% strongly agreed and 30% agreed. This
indicates that it is a must for teachers to plan every day for their next lessons.
Question no. 14, I implement sustainable projects and programs for the learners.
The teachers' response was 70% agreed 20% strongly agreed and 10% disagreed.
This indicates that the teachers provide project programs to support their teaching
style and to make their students learn. In question no 15, I can handle learners with
disabilities. The teachers' response was 70% of the teachers agreed, 20% strongly
agreed and 10% disagreed with the statement. This indicates that they were able to
handle children with disabilities. However, there is 10% disagreed with this, which
means that this teacher is not capable of handling students with disabilities.