Challenges encountered, coping strategies and provisions for successful implementation of Special Education programs in an inclusive school

Abstract

This descriptive study was conducted to determine the challenges encountered, coping strategies and provisions for successful implementation of Special Education programs in an inclusive school. The participants of the study were the twenty-eight (28) teachers teaching in Santa Isabel International School, Inc., an inclusive school which has an age-appropriate placement for children with special needs (CSNs) during the S.Y. 2013- 2O14.The instruments used were questionnaires and a researcher-made interview guide questions for the qualitative component of the study which was to find out the challenges encountered by the participants while teaching in an inclusive school. Frequency counts, percentage, means, and standard deviation were employed as descriptive statistical tools. Mann-Whitney U was used to determine if significant difference existed between the perceived usefulness of coping strategies and provisions for the successful implementation of Special Education programs among teachers when categorized as having master's degree in Special Education and/ or seminars and trainings related to Special Education and as without having master's degree in Special Education and/ or seminars and trainings related to Special Education. All level of significance was set at 0.05 alpha. The research revealed that teachers were primarily concerned on some areas in relation to the inclusion of children with special needs In regular classrooms such as providing a conducive atmosphere, using an appropriate procedure and repertoire of teaching styles, etc. The results also revealed that there was no significant difference in the usefulness of coping strategies as perceived by the general classroom teachers when categorized as having Master's Degree in Special Education and/ or have attended seminars and trainings related to Special Education and those who do not have. Therefore, general classroom teachers whether they have background or no background about Special Education cope with the challenges while teaching in an inclusive school. However, the principal and administrator in every school should develop a school development plan to improve the facilities that will accommodate the unique needs of students in an inclusive school. Furthermore, there was also no significant difference in the provisions for successful implementation of Special Education programs as perceived by the general classroom teachers when divided into two groups. Therefore, general classroom teachers are aware of the good results on the implementation of Special Education programs if these provisions are present. Thus, administrators must increase support (financial/ resources/ personal) through developing linkages with government and non-government organizations to assist them in the implementation of special needs programs, improvement of facilities, and for the development of the facilities in order for inclusion to be successful.