Readings in the research written by Jason A.

Dela
Fuente relating to Implementing Inclusive
Education in the Philippine.

This study aims to document the experiences of forty-three college teachers with
deaf students in inclusive classes in one higher education institution in the Philippines. It
uses a phenomenological design to investigate the challenges and opportunities faced
by these teachers in creating effective teaching tools and shaping a brighter future for
deaf students. The study emphasizes the importance of teachers' readiness, knowledge
delivery, and teaching practices in an inclusive educational platform, as well as the role
of sign language interpreters in facilitating communication with deaf students. The study
was conducted with 24 participants who were teaching at the main campus of the
higher education institution. Data was collected through face-to-face individual
interviews and online written responses, and analyzed using Colaizzi's data explication
process. The researcher also verified the data with the participants for accuracy and
credibility.

Based on the research provided, the 3 problems experienced by teachers in

implementing inclusive education in the
Philippines.
1. Limited resources, such as funding, personnel, and specialized equipment, may
affect the implementation of inclusive education. This can make it difficult for
teachers to provide necessary accommodations and support services for
students with special needs.

Resources can be a significant problem for teachers in implementing inclusive

education in the Philippines. Inadequate funding can make it difficult for schools
to provide necessary accommodations and support services for students with
special needs, such as assistive technology, specialized equipment, and
additional personnel. This can make it difficult for teachers to effectively teach
students with special needs and can limit their ability to fully participate in the
classroom.
 2. Some teachers may lack the training and knowledge to effectively teach
students with special needs. This can affect the quality of education received by
these students and make it difficult for them to fully participate in the classroom.

Teachers may lack the necessary training and knowledge to effectively teach
students with special needs. This can be a problem for inclusive education as it
can lead to a lack of understanding of the unique needs of students with special
needs and can also lead to a lack of understanding of the best teaching
methods for these students. This can lead to a lack of engagement in the
classroom and a lack of progress in their learning, which can be frustrating for
both teachers and students.

3. Communication barriers can be a problem for teachers in inclusive classrooms

where some students are deaf and use sign language as their primary means of
communication. The use of sign language interpreters is crucial for effective
communication and teachers may have difficulty adapting to this new teaching
method.

Communication barriers can also be a significant problem for teachers in

inclusive classrooms where some students are deaf and use sign language as
their primary means of communication. The use of sign language interpreters is
crucial for effective communication between teachers and students who are
deaf, but teachers may have difficulty adapting to this new teaching method.
They may also struggle to understand the nuances of sign language and may
not be able to effectively communicate with students who are deaf. This can
lead to a lack of engagement in the classroom and a lack of progress in their
learning.

In conclusion, implementing inclusive education in the Philippines can be

challenging for teachers due to various problems such as limited resources, lack of
training and knowledge, and communication barriers. Limited resources, including
inadequate funding, can make it difficult for teachers to provide necessary
accommodations and support services for students with special needs. Some teachers
may lack the training and knowledge to effectively teach students with special needs,
which can negatively impact the quality of education received by these students.
Communication barriers, such as the use of sign language interpreters, can also be
challenging for teachers and can lead to a lack of engagement in the classroom and
a lack of progress in learning for students who are deaf. These challenges highlight the
importance of providing adequate resources, training, and support for teachers in
implementing inclusive education in the Philippines.