Awareness Level and Training Needs of Teachers Toward Inclusive Education

Abstract

This study aimed to determine the level of awareness and training needs of teachers toward inclusive education. Respondents of this study were 62 randomly selected teachers of JPES and JNCHS. Statistical tools employed were mean, standard deviation, t-test, analysis of variance, and Pearson’s r. The level of awareness of teachers toward inclusive education was high as an entire group and when grouped according to sex, educational affiliation, and years of teaching experience. Baccalaureate graduates showed only minimal awareness compared to respondents with units for a master’s or doctorate. No significant differences in the level of awareness were noted across other categories of variables. Generally, the training needs of teachers on concepts, identifying needs/difficulty of students and their causes, instructional strategies and approaches, and assessment strategies were average. A moderately high training need was found among elementary school teachers while an average among high school teachers. Low training needs were found for teachers taking up a doctorate. Elementary and secondary teachers differ significantly in their training needs in different aspects of inclusive education. There was no correlation between the level of awareness and training needs of teachers toward inclusive education on concepts, identifying needs/difficulty of students and its causes, instructional strategies and approaches, and assessment strategies.