The implementation of inclusive education in a public national high school : viewpoints of english language teachers in focus / Jeremy B. Barnido

Thesis (Master of Arts in Education major in English) -- University of the Immaculate Concepcion,April2018.

The purpose of this phenomenological study was to explore the experience
that shaped the viewpoints of English language teachers who had facilitated
inclusive classrooms on the implementation of Inclusive Education (IE) in a public
national high school in Panabo City. To gather the necessary data, 12 English
language teachers were purposefully identified and were invited for the in-depth
interview and focus group discussion. By employing thematic analysis, various
themes surfaced. The challenges encountered by the English teachers were lack
of educational preparation and trainings, dearth of instructional materials and
classroom management strategies, insufficient orientation, teacher's heavy
workload, communication barriers, sentiments on class population and diversity of
learners, and teacher's emotional attachment and admiration to selected learners
with exceptionality. They coped with the challenges met by communicating through
secondary channels, advocating values of acceptance, understanding, and
tolerance, employing practical teaching strategies to promote increased student
involvement and exerting extra effort. The insights that they shared include their
personal understanding of inclusive education, recommendations to intensify the
implementation of the program, realizations and positive change of attitude and
perspective, passion for teaching, parent's vital role, and that maximum tolerance
should be practiced. With these results, it was found out that teachers developed
positive attitude towards IE if conditions were right.