A Correlational Study between Teachers’ Professional Development towards Achieving

Inclusive Education at Technological University of the Philippines - Cavite

Castro, Andrea Mae

Noriel, Hanna Lei D.
Trecepona, Love Leah F.

Submitted in Partial Fulfillment of the Requirements

In PROFED 9 – Methods of Research
Department of Industrial Education
Technological University of the Philippines – Cavite Campus
CQT Ave., Salawag, City of Dasmarinas, Cavite
November 2022
 Chapter I
The Problem and a Review of Related Literature

Background of the Study

According to the World Health Organization, there are 93-150 million disabled children

aged 0 to 14 worldwide (World Health Organization (WHO), 2011). Children with disabilities

are among the most marginalized and excluded groups, and they have largely gone unnoticed by

mainstream society and education officials. Many policy developments and reviews of inclusive

education have occurred around the world, but skeptics continue to question whether inclusion

works for all children. Inclusion promotes high-quality, equitable education for all, including

those who may be marginalized due to a learning disability or social position. The growing

awareness of children with disabilities' rights to the same educational services as children

without disabilities has given rise to the concept of inclusive education (UNESCO International

Bureau of Education, 2009). As a result, according to UNESCO (2005), inclusive education is an

approach that expresses how to change educational structures and other learning environments to

meet the needs of a diverse range of learners.

In order to support inclusive education, specific educational design frameworks have been

proposed such as Differentiated Instruction (Tomlinson & McTighe, 2006) and the Universal

Design for Learning (UDL) (Meyer et al., 2014; CAST. 2014: Rose & Meyer, 2002). These

frameworks acknowledge the broad diversity of learners in terms of ability, language, culture,

gender, age, and other forms of human difference, and they provide specific educational design

guidelines to ensure access to the learning environment for all learner types. UDL has been

identified as the most commonly used framework for designing and developing curricula that are

effective and inclusive of all learners (Hall et al. 20121).

 The Philippines has been training teachers to promote inclusive education. The

Department of Education (DepEd) has been collaborating with the United Nations Educational,

Scientific, and Cultural Organization (UNESCO) to train teachers in incorporating students with

disabilities into their classrooms. This course covers topics like adapting instruction for students

with disabilities, creating a supportive learning environment, and collaborating with parents. In

2019, the Department of Education (DepEd) issued DepEd Order No. 21, titled Policy

Guidelines on the K to 12 Basic Education Program, which includes an inclusive education

policy framework. This framework promotes the right of every Filipino to a basic education that

is of high quality, equitable, culturally relevant, and comprehensive. Furthermore, former

President Rodrigo Roa Duterte signed Republic Act No. 11650, titled Instituting a Policy of

Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act, into

law on March 11, 2022. This policy will define people with disabilities' rights, outline strategies

for improving access to education and other services, and identify areas where additional

assistance is required.

In TUP – Cavite Campus,

Review of Related Literature

All children in their community schools have the right to an education, according to

inclusive education. The phrase "inclusive education" refers to a system in which teachers have

complete control and authority over the students they teach. In a typical classroom, not every

student will receive the same education. "Inclusive education does not mean that students must

spend every minute of the school day in general education classes, that students never receive

small-group or individualized instruction, or that students are only in general education classes to

learn the core curriculum," writes Kronberg (2002). "By that, I mean that children who require

services beyond what their classroom teachers can provide (such as mobility training or speech

reading) will be provided for in their community school by a trained disciplinary team, which

will include their classroom teacher; additionally, classroom teachers are responsible for

coordinating all of the program's components." According to the principles of inclusion,

everyone has something to offer, and a child's educational experience should be maximized

rather than limited. J. Rogers and I both agree. According to (2002), inclusion means that the

child's educational curriculum is modified to meet their academic or social needs. Both the child

and the teacher receive the assistance they require to succeed in the classroom. When we say

"full inclusion," we don't just throw a special-needs child into a regular classroom and hope for

the best. According to Collier (2007), "there are various ways that inclusive education can work."

Depending on the severity of the handicap, the student may participate in the general education

classroom for a portion of the day. Inclusive education means that instead of being separated

from their peers in special education, all children can attend regular classes. As a result of this, a

special education classroom could theoretically be eliminated. Encouraging the development of

social and emotional skills as well as self-reliance in students with disabilities is a critical

component of comprehensive, inclusive education. When designing a full inclusion classroom,

"age-appropriate placement, integrated services, social integration, curricular expectations that

are adapted to the level that best challenges a student with a disability; homeschool partnership;

staff development; team collaboration; systematic evaluation, and related services" should be

taken into account.

Education is available to all vulnerable children, including those with special needs,

those who have dropped out of school, and those who live on the street. To integrate students, a

school's entire curriculum must be altered. Special education teachers play an important role in

inclusive classrooms to ensure that students with disabilities or special needs receive a quality

education (Cohen etal., 2009). This is due to the fact that inclusive education cannot be realized

unless teachers are properly trained and equipped.

For an inclusive education program to be successful, pre-service teachers must appreciate

and comprehend diversity. Pre-service and in-service training are required to ensure that teachers

are prepared to teach general and special education subjects (training program). Early in their

training, pre-service teachers must also learn to be adaptable and innovative. There have been

many changes in our classrooms, and more are on the way. One of the most significant barriers

to inclusion has been the inability of many educators to transition from one operational norm to

another. This can be accomplished by providing instructors with experiences that require them to

develop creative problem-solving skills and view issues from multiple perspectives.

Attitudes and beliefs of educators toward inclusive education Many teacher

characteristics, such as the type and quality of educational training and the number of years of

teaching experience, influence the inclusive education process. A teacher's ability to successfully
implement inclusive educational approaches is allegedly enhanced by their training and expertise

in special-needs education and programming. If teachers are willing to work with students who

have different learning and behavioral needs, effective inclusive education has a much better

chance of success. The success of inclusive education is also dependent on a set of core values.

We must value learning as a lifelong process in which we share responsibility with parents for

the quality of their children's love, the need to enrich children's academic and social

competencies, our colleagues and the benefits of collaboration, and, perhaps most importantly,

the goals of inclusive education.

There can be no successful inclusion program unless teachers are committed to

providing equal access to resources and opportunities for all students (Anderson, 2007). Teachers

in general education may struggle to adapt to students' varying learning styles and disabilities as

their student populations become more diverse, owing to a lack of understanding, training, and

preparedness (Sze, 2009). As a result, general education instructors may develop attitudes and

ideas that are detrimental to the inclusion strategy. According to Pace, numerous studies have

shown that teachers' attitudes are critical to the success of an inclusion program (2003). In their

paper, Van Reusen and Soho endorsed support for inclusion programs and Barker (2001);

however, the reality of this paradigm in everyday practice is contested. Teachers generally

support the inclusion of students with disabilities in regular classes, but their perspectives may

shift if they are assigned to teach in inclusion classrooms.

According to McLeskey, the learning environment and instructional models must be

carefully constructed in order to provide solid learning opportunities for all students (2017).

Teaching students with disabilities necessitates a strong commitment from administrators as well
as a broad understanding of how to create a learning environment that is accessible to all

students, including those with impairments.

According to Adusei et al., teaching students with special educational needs in

inclusive classrooms is a challenge for many teachers (2016). According to Gyimah and

colleagues (2009), teachers are hesitant to educate children with disabilities. However, Avoke

and Hayford (2000) argue that teachers lack the expertise to teach special needs children in the

classroom. According to Gyimah and Amoako (2016), teachers in general education classrooms

lack the skills needed to identify and assess children with disabilities. According to Deku and

Vanderpuye, many teachers believe that the curriculum in inclusive education classes is

inappropriate for students with disabilities because they lack the skills to make necessary

accommodations (2017). According to these studies, teachers' lack of special education expertise

may be a significant impediment to providing a successful and efficient inclusive education for

children with disabilities. The instructors' lack of preparation for their roles in special education

could be.

When teachers have access to high-quality pre-service and in-service professional

development programs, their pedagogical expertise improves (Pryor, Akyeampong, Westbrook,

& Lussier, 2012). These current authors argue that pre-service teacher preparation programs and

in-service teacher professional development should be reviewed and implemented, with a focus

on special education pedagogy and inclusive education, respectively. According to Hang and

Rabren (2009), for inclusive classrooms to be successful, instructional practices must be tailored

to individual students' needs. Education teachers in both special and general education

classrooms must be prepared to assess student progress (e.g., performance-based assessment,

group projects, or portfolio assessment). When dealing with students with disabilities, teachers
must be aware of the appropriate accommodations for each student in order to respond in a

lawful, caring, and effective manner. Although there is no single plan for inclusive education,

Dukes and Lamar-Dukes' (2006) work is based on the fundamental idea that all professions

promote academic excellence.

Statement of the Problem

Significance of the Study

Scope and Delimitations of the Study

Operational Definition of Terms

 REFERENCES
(Use the Automated Bibliography feature of MS Word)
APPENDICES
APPENDIX A