Challenges and Classroom Practices of Teachers Towards the Development of School-Wide Support System for Inclusive Education

Regular teachers or receiving teachers are face various challenges in handling learners with special needs in a regular classroom. The aim of this study is to determine the practices and challenges of the teachers in handling learners with special needs in a regular classroom in selected schools in Cavite. To best serve the answers to the research questions and the goals of the study, this study used mixed method. A localized questionnaire was utilized to gather data and conducted an interview about the practices and challenges of regular teachers in selected Elementary Schools in Bacoor City, Cavite. The study utilized descriptive statistics and inferential statistics to determine the accurate data. Based on the findings it was revealed that the level of knowledge, skills, training, and practice of receiving teachers are in average. Then, the level of support they received are in average also. In the result of interviewed, it was revealed that the challenges of teachers are frustrations in classroom, classroom management, effects in methods of teaching, classroom practices and lack of training. They also lack support from the administration and stakeholders. It was also found out that not all teachers in selected elementary schools in Cavite who handles inclusive education are trained in special needs education. This present study thereby recommends having an annual, quarterly, or series of trainings to continuously provide the trainings and to impart more knowledge to receiving teachers. It also their way to address their challenges, concern, and problems. Continuous support and collaboration were needed and recommended to maintain the implementation of Inclusive Education.