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Research Article | Open Access
Volume 14 2022 | None
Readiness for Inclusive Special Education: A Survey among In-service Teachers in Zamboanga City, Philippines
Marilyn M. Dioso, Aina B. Iglesia, Floramie M. Ramiro, Nolan S. Iglesia
Pages: 10819-10830
Abstract
This empirical investigation on the extent of readiness of In-service teachers for Inclusive Special Education was conducted with a total of 270 randomly selected respondents. The study utilized a valid and reliable research questionnaire to gather data relative to teachers’ extent of readiness. Analysis of the data revealed that the respondents’ extent of readiness is characterized as ‘high’. The study further disclosed that in terms of classroom instruction, assessment of students performance, and evaluating and monitoring students progress the respondents reported to be ‘highly ready’. However, in terms of curricular content, the respondents disclosed to be only ‘moderately ready’. Additionally, it was revealed that age grouping does not statistically influence respondents’ extent of readiness for Inclusive Education.
Keywords
Inclusive Education, Readiness, Pre-service Teachers, Special Education
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