NATIONAL

TEACHERS
COLLEGE
629 Nepomuceno St, Quiapo, Manila, 1001 Metro Manila

Name of Students :
Alojado, Crista Dela Cruz, Venus

Buenconsejo, Mia Camille Flores, Hartzel

Cabidog, Darah Shene Lim, Jenesis France

Course : Caparas, Thelma Matibag, Jasmine Myles

Subject Description : 1.1 BSED Major in English
Capuras, Marchel
Foundation Taglucop,
of Special and Inclusive Danny
Education
Activity Title : The Inadequacy of Teacher Trainings, Seminars, and an Adequate
Dela Cruz, Mary Jane
Curriculum Guide in Embracing Full Inclusion in the Philippine Education
System

The Department of Education Order No. 72, section 2009, an outdated directive which lacks a
solid, clear, and specific approach of introducing CSN (Children with Special Needs) in the general
education context, guides the practice of IE (Inclusive Education) in Philippine basic education to a
great extent. The Special Education Act (Philippine Senate Bill 3002), which is intended to regulate
the practice of inclusiveness in general education schools, is still being reviewed in the Philippine
senate, despite reports that efforts are being made to implement high-quality inclusion in Philippine
schools. Both the question of what standards should be reached in the bill's implementation and the
prolonged difficulty in getting it passed into law remain unresolved.

In a study by Muega and Echavia (2011), 87 in-service teachers reported that they are ready to
handle and collaborate with professionals for the inclusion of CSN in general education classrooms,
but their general reaction indicates that they are not ready to take on the challenge of managing
students with disorders or disabilities.The majority of instructors who teach students who have
learning disabilities believe they are unqualified to do that because they haven't yet undergone any
special needs education training from the school. Additionally, SPED teachers are not well ready to
handle students who have disabilities.

For inclusive teaching to succeed, teachers must indicate a high-level training (Florian, 2019; Forlin
and Chambers, 2011; UNESCO, 2009). Pedagogical and other knowledge gaps among educators
may lead to lack of readiness for inclusive teaching. Enhancing students with disabilities’ self-
determined behavior characteristics has been a considerable element of policy, research, and
curriculum standards and teaching practices to help students to have a smooth and successful
transition to postsecondary settings (Cho et al., 2013). Therefore, there is a need to introduce
comprehensive special needs education in all teacher professional development-programs.