Opportunities and Challenges Encountered in the Implementation of Inclusive Education by Grade 1 Teachers in a City Schools Division

This study identified the opportunities and challenges encountered in the implementation of inclusive education by Grade 1 teachers in a city schools division. The respondents of the study were the Grade 1 teachers in the Division of Lucena. The descriptive-survey method of research was used in this study, with the questionnaire as the main data-gathering instrument. The data were properly consolidated, treated and analyzed using appropriate statistical tools. The findings of the study revealed that the teachers usually encountered learners with difficulty in reading, writing, counting, calculating, and spelling, while those who are physically challenged were encountered least. In terms of resources, classrooms, teaching and learning materials and teaching aids were adequate, but other provisions for inclusive education were inadequate to none. The opportunities given to teachers in the implementation of inclusive education were the ability to establish a good working relationship with the parents and the school; distribute and/or allocate learning materials on time; and have a supportive and effective school board. However, they have limited opportunities and trainings/seminars on using sign language and limited special facilities to implement inclusive education. The challenges they encounter in the implementation of inclusive education were the lack of adequate facilities in school and lack of experience to deal with severe and profound disabilities of students. The teachers perceived that inclusive teaching is a challenge as it demands time, but they support its implementation as they feel responsible to teach students with special needs. They have different views on inclusive education when they are grouped as to age, length of service and number of seminars/trainings, but they have similar perceptions when they are grouped as to educational attainment. The results of this study served as the basis for designing an action plan for effective implementation of the inclusive education program.