READINESS AND CHALLENGES OF GENERAL EDUCATION TEACHERS ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION
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Abstract
This study examined factors relating to inclusive education implementation in the Cebu Province, Philippines. A semi-structured survey was administered to 104 general education teachers from selected three special education centers to gather information on their profile, perceived readiness, and level of challenges. Descriptive and correlational analyses provided insight into teachers' experiences. While they felt prepared overall, more training was needed in collaboration skills. Profile suggested specialized inclusion training could help. Major difficulties included limited resources like specialist roles and facilities. Interestingly, readiness and challenges had a negligible link, implying multi-pronged solutions were warranted. Both improving teacher competencies and addressing resource constraints merit focus. As factors interact complexly, a comprehensive long-term approach spanning pre-service training and systemic support were recommended based on teachers’ input. The findings offered a perspective on strengthening implementation. Targeted readiness development particularly in applied collaboration was identified as beneficial. Resource deficiencies emerged as serious impediments necessitating attention. A coordinated, evidence-informed strategy involving reforms at all educational levels showed promise for advancing inclusion according to study participants. Insights aimed to inform practical, sustainable solutions through a deeper understanding of realities on the ground.
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