Republic of the Philippines

Southern Luzon State University

COLLEGE OF TEACHER EDUCATION
Lucban, Quezon

PRIMARY TEACHERS VIEWPOINTS ON ISSUES AND CHALLENGES

IN INCLUSIVE EDUCATION

Agarin, Jana Marie P.

Escamillas, Alyssa A.

Pagadora, Ciara Mae N.

Southern Luzon State University

College of Teacher Education

______ 2023
Name: Jana Marie Permejo Agarin

Birthdate: January 8, 2003

Birthplace: Agdangan, Quezon

Permanent Address: Barabgay Poblacion II Agdangan, Quezon

Contact Number: 09952926480

E-mail Address: jmagarin0108@gmail.com

Educational Background:

University/ School Inclusive Year

SHS- Elias Salvador National High School 2021

JHS- Elias Salvador National High School 2019

ELEM- Agdangan Central Elementary School 2015

Academic Affiliations:
 CHAPTER I

INTRODUCTION

Almost 30 years of research and experience has demonstrated that the education of children with disabilities

can be made more effective by having high expectations for such children and ensuring their access to the

general education curriculum in the regular classroom. This was one of the bases in passing the Individuals with

Disabilities Education Act (IDEA) as a law in the United States in 2004. The law requires that the student be

placed in the least restrictive environment, or LRE, and has high priority on the student’s participation in the

general education curriculum, alongside students without special needs (Rosenberg, Westling, & McLeskey,

2008). In a study conducted by Newton, N., et al., 2014 on the perception of teachers in Bahamas on special

education, the results were mixed. At the primary level, 60% of the teachers demonstrated negative attitudes

towards the integration of IDEA within regular primary schools. In contrary, teachers at the high school level

demonstrated moderately positive attitudes toward inclusion.

The phenomena stated above is called inclusive education. The inclusion of students with disabilities in

general education classrooms, it is stated that inclusive education has stimulated great debate in education

(Algozzine, et.al, 2012). Some researches revealed the benefits of an inclusive classroom setting for students

with disabilities. The percentage of students making comparable or greater than average academic progress

when compared to students without disabilities indicates a pattern in favor of inclusive settings (Waldron, N., et

al, 2004). In contrary, Siperstein, et al., 2007 said that studies have shown that even though students are being

placed in the same classroom, their opinions and social interactions outside of the classroom has not changed.

Although there are different viewpoints, inclusion is a philosophy that implies the complete acceptance of a

student with a disability in a regular class. Many academics and professionals have argued that inclusion is

necessary in a modern classroom setting. Foreman and ArthurKelly (2008) described inclusion as an effective

way to promote an inclusive, welcoming, nondiscriminatory, and open education for each student.

In the Philippines, The DepEd urges the transition programs for LDWs from resource rooms to Gen Ed

classrooms, particularly in kindergarten education, is crucial for Gen Ed kindergarten teachers to inhibit the
skills to cater the diverse young learners in inclusive class to promote the DepEd Order No. 021 series of 2020,

which is the policy guidelines on the adaptation of the K to 12 transition curriculum framework for LDWs.

However, the Gen Ed kindergarten teachers are struggling with the existing issues they face in an inclusive

setting, excluding their recent concerns about the new policy guidelines. Specifically in Meycauayan City,

Philippines, a research conducted by Dela Cruz (2020) unveiled the different challenges faced by regular

teachers such as the lack of training or seminar in handling children with disabilities, lack of administrative

support; lack of teamwork among regular teachers and special education teachers; and increased in workload.

Despite they find inclusion program to be very hard and challenging it still creates a positive effect with which

regular teachers adapts to change and improve or professionally develops themselves and they believe that they

are responsible for ensuring that adequate learning environments are established for children with disabilities as

well as the typically developing peers who are in inclusive setting.

Given these reasons and phenomena, it was imperative to take a closer look at the primary teacher’s

viewpoints and determine their perception on the issues and challenges on inclusive education. Furthermore, the

teachers were asked to provide information on the most common challenges they face while teaching in an

inclusive classroom setting. The results of the study were then used as a basis in determining an intervention

program.

OBJECTIVES

This study sought to find out the viewpoints of primary teachers on the issues and challenges in inclusive

education. It aims to achieve the following objectives:

1. Identify the issues and challenges of primary school teachers in inclusive education.

2. Discuss the challenges of primary school teacher in inclusive education.

3. Create a material or intervention base from the gathered data; and

4. Create an action plan.

Significance of the study

 This study will be a significant endeavor in providing the proper information about the issues and

challenges that primary teachers experience in inclusive education.

This study will be very beneficial to the following:

Teachers. This study has the ability to provide teachers with significant insights and help in

resolving the concerns and obstacles they face while implementing inclusive education approaches.

School Administration. This study can help school administrators understand the concerns and

obstacles that primary teachers encounter and help them to identify areas where more assistance,

resources, and professional development opportunities are required to enhance the effective

implementation of inclusive education.

Parents. This study will help them understand the concerns and obstacles that primary teachers

encounter in inclusive education. This study will able to help parents better understand the challenges of

inclusive education and the specific assistance their children may require.

Researchers. This study can contribute to current sources of information and may be used as a

resource for researchers interested in exploring inclusive education from various perspectives or in other

circumstances. It may serve as a model for future research at enhancing inclusive education approaches

and outcomes.

Future Researchers. This study will serve as a basis for further research and a significant resource for

future researchers interested in contributing to the inclusive education. Researchers in the future will be able

to expand on the results and points of view given by this study to gain a better understanding of the issue.

Definition of Terms

The following terms are defined operationally and conceptually to help the readers understand more the

study.

Challenges this refers to the situation of being face with something that needs great mental or physical effort in

order to be done successfully and therefore tests a person's ability. (Cambridge Dictionary). In this research, it is
define as difficulties, obstacles, or barriers that primary teachers encounter while implementing inclusive

education practices or addressing the needs of diverse learners in their classrooms.

Inclusive Education this refers when all students, regardless of any challenges they may have, are placed in

age-appropriate general education classes that are in their own neighborhood schools to receive high-quality

instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk,

Almazan, & Valenti, 2010; Alquraini & Gut, 2012). In this research, it is defined as educational method aimed

at providing equal chances for all students, including those with impairments or special educational needs, by

adapting their different learning demands inside classroom settings.

Primary Teachers this refers to an adult educator who is responsible to provide help to the students in the

development of both physical and spiritual Atmaka (2004: 17). In this research, this refers to Refers to educators

who work at the primary level of education, typically teaching students in the early years of formal schooling,

such as kindergarten through elementary school.

Viewpoints this refers to a position or perspective from which something is considered or evaluated (Merriam

Webster). In this study this refers to the perspectives, opinions, beliefs, attitudes, and perceptions held by

primary teachers regarding a particular subject, in this case, issues and challenges in inclusive education.

CHAPTER II
Review of Related Literature

This chapter presents the related literature and studies regarding the Primary Teachers Viewpoints on Issues

and Challenges in Inclusive Education.

Inclusive education is an approach to make education universalized irrespective of any disability within the

learner and to maintain equity in the society. It stresses that children with special need can be included in

general school system without any distinction and differentiation. Without quarantine them into the boundaries

of special school, provisions can be made for a child with special need who can also get opportunity to learn

with other students having equal quality and facilities (Parveen, A., & Qounsar, T. 2018). In Bahamas, 90% of
the public primary school teachers have negative opinions about inclusive education and how it was

being implemented. Large class numbers, poor infrastructure, inadequate teacher training, and a lack of

resources and support were all significant factors that contributed to these unfavorable opinions. However, a

number of teachers suggested that addressing these unfavorable influencing variables would provide more

favorable opinions of the inclusive education approach (Hunter et al., 2014).

The combined conclusions of Parveen, A., & Qounsar, T. 2018 and & Hunter et al., 2014 indicate that

Inclusive education is a strategy for making education universal, regardless of the learner's impairment, and for

maintaining societal justice. It emphasizes that children with special needs can be integrated into the regular

school system without discrimination or differentiation. However, teachers in Bahamas have mixed feelings

about inclusive education and how it is being implemented. Moreover, several teachers proposed that resolving

these unfavorable influencing variables would result in more favorable evaluations of the inclusive education

strategy.

Likewise, Nesyna and Starovoit (2014) stated that Russian teachers able to accept IE as children with specials

needs get opportunity of both interaction with children’s community and socialization however the researchers

emphasizes that the realization of IE causes anxiety and fears, associated with complexity of pedagogical

activity, children interaction (risk of aggressive behavior), necessity of special conditions and equipment. Many

preschool teachers lack professional and educational experience in dealing with LWDs. In addition, a lack of

psychological and professional support for IE was shown.

Nesyna and Starovoit 2014 makes a convincing case when she argues about the socialization within the

inclusive classrooms. It underlines that the fulfillment of inclusive education produces anxiety and concerns,

which are related with the complexity of instructional activity, interaction with children, and the requirement of

special circumstances and equipment; and preschool teachers have insufficient professional and educational

expertise with inclusive education.