EASY TRANSITION OF CHILDREN WITH

SPECIAL NEEDS TO MAINSTREAMING: A

GUIDE FOR TEACHERS IN EDUCARE
SCHOOLHOUSE
KIMBERLY C. MACALAM
 STATEMENT OF THE PROBLEM

The transition of children with special

needs into mainstream classrooms
presents a significant challenge for
educators, as it requires careful
planning, collaboration, and support to
ensure a smooth and successful
integration.
 STATEMENT OF THE PROBLEM

 What are the difficulties faced by teachers during transition of

children with special needs to mainstreaming?
 Are there professional trainings provided for teachers?

 Are there enough resources that can help create a

welcoming classroom environment?
 Are there shadow teachers or assistant teacher that can
help you give a successful school experience for the
children with special needs?
SCHEMATIC DIAGRAM
 CHAPTER 2

 In the transition process, the family, in particular, plays an important role in

providing information to the teacher about the areas where the child is
adequate and inadequate (Kang, Horn & Palmer, 2017). Cooperation of families
as having the role of informant, with school and school teachers will support the
child’s transition.how to achieve goals by exploring possible ways and means on
the basis of the experience of others or the opinions of experts.

 According to Nachiappan et al. (2018), as a way to overcome the problem of

teachers in teaching and learning, practical teacher must have wide knowledge
through extensive reading in order to implement the various activities and more
interesting. Tough (2015) states that current pedagogical research focuses on
student’s learning processes in general and also on which learning strategies
students should be introduced to enable effective learning.
 CHAPTER 3
Research Method
The research employed a quantitative research design, utilizing structured surveys and
standardized assessments as primary data collection instruments. This approach
involved the systematic gathering of numerical data from a sample population
consisting of children with special needs transitioning into mainstream schools,
parents, and teachers. Surveys were designed to measure perceptions of transition
effectiveness, support systems in place, challenges encountered, employing Likert
scales and closed-ended questions to quantify responses.

Participants of the Study

The study will be carried out to teachers and parents with child/children that has
special needs in Educare Schoolhouse, P12- Manangkila Street, Poblacion, Valencia
City, Bukidnon. Educare Schoolhouse is a private primary school founded by Dr.
Isabelo Alcordo and Mrs. Heidi V. Alcordo, M.A.
 REFERENCES
Sands, M. M., & Meadan, H. (2021). A Successful Kindergarten Transition for Children with Disabilities:
Collaboration Throughout the Process. Early Childhood Education Journal, 50(7), 1133–1141.
https://doi.org/10.1007/s10643-021-01246-6
Inclusive education. (n.d.-b). UNICEF. https://www.unicef.org/education/inclusive-education#:~:text=Inclusive
%20education%20means%20all%20children,speakers%20of%20minority%20languages%20too.

Aquino, L. N., Mamat, N., & Che Mustafa, M. (2019). Levels of competence in the learning domains of
kindergarten entrants.

Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early
Childhood Journal, 9(1), 44-58.
https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3331
Awareness and attitudes of administrators, special education and regular teachers towards inclusive education.
Amure International Journal of Multidisciplinary, 6(1). https://ejournals.ph/article.php?id=2582 Douglas, G., &
Travers, J. (2012)
 CURRICULUM VITAE

Name: Kimberly C. Macalam

Address: East Kibawe, Kibawe, Bukidnon
Email Address:
kmacalam97498@liceo.edu.ph
School Graduated:
Bukidnon State University
Work Experience:
Educare Schoolhouse
7 years- Kindergarten Teacher