Teachers' KSAs in Handling LSENs: Basis for Localized Inclusive Education Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 6, Issue 1
Abstract
The Department of Education has intensified its focus on Learners with Disabilities (LWD) or Learners with Special Education Needs (LSENs) since the introduction of the K-12 curriculum. This study aimed to assess the knowledge, skills, and attitude of teachers in Tanay (LSENs).The study used a descriptive -; quantitative method of research using the survey- questionnaire. Conducted during the first quarter of the First Semester, SY 2022-2023, research samples were selected through purposive sampling, the 21 teaching personnel of Tanay Senior High School, served as the respondents. Frequency and percentage distribution were used. Findings reveal that in terms of Knowledge, teachers are Less Knowledgeable on indicators related to the concept of inclusive education; in terms of Skills, teachers' skills on handling LSENs are verbally interpreted as Less Competent; lastly, with respect to Attitude, teachers find the attitudes stated as Moderately Manifested. Further, there is no significant difference on the knowledge and skills of teachers in handling LSENs in terms of the number of years in service. Likewise, there is a significant difference on the knowledge and attitude of teachers in handling LSENs in terms of the special needs courses/ trainings attended. It is recommended that program on inclusive education be made, likewise be allocated with budget.
Authors and Affiliations
Mary Grace Talavera
Keywords
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- EP ID EP728343
- DOI https://doi.org/10.5281/zenodo.7409099
- Views 60
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