THE EDUCATION OF EXCEPTIONAL CHILDREN IN PUBLIC ELEMENTARY

SCHOOL IN REGION I

NARCISO D. BARBARA, PH.D.

I. REVIEW AND CRITIQUE OF THE RESEARCH

The article provides raw data. There are results for various examinable

parameters. However, the report does not give the number of respondents. How many

schools participated in the survey? How many administrators, how many individual

education teachers, how many subordinate staff were interviewed?

Consequently, the provision of statistics only is not enough. The rule of tables and

graphs was essential and much needed. Such analysis would help to compare the

situation some years ago in the present day and help predict the status in the future.

The study does not provide any theoretical background to support its claim. For

example, when addressing inclusive education, it was essential to take into consideration

human nature. Human nature brings about diversity. Diversity range from differences in

gender, race, ability, socio and economic status, religious beliefs, mental capacity, and

political affiliation. Children and educators should accept the realities of difference for a

harmonious well-being classroom environment.

There exist no proof of inclusive education in the study. The study fails to explain

whether the respondents to their survey were from special needs schools or inclusive

settings. Inclusion may have an impact on both the teacher and the learner. Cultural

beliefs about the disabled affect the perception of an educator toward learners with
disabilities—integration places more demand on teachers resulting in stress. Regular

teachers aren't well versed with the best strategies for handling learners with learning

barriers. Personal characteristics, age, and gender determine educator's responses

towards inclusion. Teachers with many years of experience find it hard to adapt to

integration. (Scott, 2006) Social skills are indirectly learned in inclusive education.

Learners with disabilities in a less restrictive environment learn from their peers. However,

for inclusive education to be effective specialized professionals like special education

teachers, psychologists, and behavioral therapists should be hired to guide such

interaction. The interaction also helps learners without disabilities to accept their peers

and accommodate them in society. Therefore inclusion benefits everybody in a general

classroom (Kids Together INC nonprofit, 2009). If the study specified, it would be easier

to identify the merits and demerits of either special needs school or inclusive school.

II. APPLICATION OF THE STUDY

Acknowledge teachers as pivotal in ensuring the education of exceptional learners.

Teachers ought to ensure that disadvantaged students get equal opportunities like other

learners. (Chappell, 2008).However, regular teachers face many challenges in handling

exceptional learners. It points out that regular teachers aren't well versed in the best

strategies of handling learners with learning barriers. Teachers with many years of

experience find it hard to adapt to inclusion and accommodate exceptional learners.

(Scott, 2006) Teacher training issues also pose a challenge for preparing regular teachers

for inclusivity. Training doesn't address the disparity in learners, and therefore the teacher
fails to accommodate learners with learning barriers. The study thus helps stakeholders

to understand areas of concern in training teachers.

The article significantly encourages the “No Child Left behind Act” All children in

the Philippines had to be schooled. In line with the United Nations Convention, Article 28

on the Rights of children, the Philippine senate promulgated 2010 No Filipino Child Left

behind Act. The Act aimed to ensure that all Filipino children get access to quality

education up to high school level by 2018. The focus was to hold all learners to a high

level of learning and increase academic achievement for all—the legislation voted off the

gap of performance between the poor and the rich. The Act ensures that there is inclusion

in education. In its initial plan, the policy targeted more than 3000 street children. The

system provided talent development and acquisition of moral value alongside formal

education.

III. REFERENCES

Grim Woods (2019) Class management https://www.imdb.com/title/tt11615634/

Kampen, 2019 En.wikipedia.org https://en.wikipedia.org/wiki/Kampen,_Overijssel

Kids Together Inc. (TM) disability, inclusion, rights, information & resources.

Kidstogether.org. (2020). Retrieved 2 August 2020, from

https://www.kidstogether.org/.

Scott, A. (2006). Creative Cities: Conceptual Issues and Policy Questions. Retrieved 29

July 2020, from.