Readiness in the Implementation of Inclusive Education for Pupils with Special Needs in Selected Elementary Schools in Caloocan North II

ABSTRACT

Title : Readiness in the Implementation of  Inclusive Education for Pupils with Special Needs in Selected Elementary Schools in Caloocan North II.

Researcher : Mary Jane D. Almonicido

Degree :  Master of Arts in the Teaching of Early Grades

School :   University of Caloocan City

Year :        March 24, 2017

This study focuses on the readiness of selected elementary schools in Caloocan North II, particularly Sto. Niño Elementary School, Bagong Silang Elementary School, Silanganan Elementary School and Gabriela Silang Elementary School, in the implementation of the Inclusive Education program, which is currently on its pilot academic year. Inclusive education is founded on the principle that irregular or special needs children should not be excluded from regular children so as to give all of them the notion that, sans the tangible differences, they could all adopt the same learning abilities. However, the major concern is how the implementers of Inclusive Education, mainly the teachers, would carry out the job, especially since not all of them had Special Education (SPED) training.

  The study was delimited to fifty (50) teachers handling classes with both regular and irregular elementary school children in Sto. Niño Elementary School, Bagong Silang Elementary School, Silanganan Elementary School and Gabriela Silang Elementary School. To gauge their readiness in the implementation of inclusive education, the researcher used evaluation research and the descriptive-normative survey method of research.

This study is aimed to be beneficial first and foremost to the pupils who are currently or are soon going to be recipients of the inclusive education program of the government, as well as the teachers and school administrators who are implementing inclusive education in their institution. It also aims to benefit parents of special needs children as well as future related research works on the topic of children with special needs.

During the course of the study, it was found out that most of the implementers of inclusive education focus more on the affirmative extent of implementing the program, characterized by applause and reward, rather than the punitive side of implementation. There was also more focus on the socio-emotional skills of the pupils. Thus, it can be read that at this point, implementers are being cautious in dealing with their mixed students. However, sans the differences, it is also found out that pupils with special needs can actually do good in school, with everybody displaying progress from first to third grading. But active participation of their parents is lacking, as well as resources, training, and most especially assessment tools for the pupils with special needs being made to mingle with regular pupils.

Given the findings and conclusions, it was recommended thus to provide further encouragement to the pupils to excel in class, because they can, by sending them to join more classroom and school activities. Teachers also need to understand better what kind of children they are dealing with, that is why there is a dire need for more training and solid guidelines on how to implement inclusive education. The guidelines also need to include pointers on how to get parents of irregular children participate more activity in the school affairs.