Extent of Implementation of Inclusive Education Among Kindergarten Teachers

AUTHOR(S)

GERALDINE M. SANCHEZ

ABSTRACT

— This study aimed to assess the extent to extent of implementation of inclusive education among kindergarten teachers. Eighty-six (86) kindergarten teachers from the School Districts of San Carlos City Schools Division, selected using complete enumeration technique, were involved as respondents in this study. The study determined the extent of implementation of the inclusive education (IE) by the Kindergarten teachers (KTs). Most of the respondent-KTs belong to the 26-35year old age bracket, females, married, and master’s degree holder with units leading to a /doctor’s degree. Typically, majority of the respondents have a monthly family income of 21,194.00 to 43,8 28.00 Php, have 4-6 years in service, 1-3 relevant in-service trainings, 4 or more memberships in professional organizations. The grand overall weighted mean (GOWM) of the extent of implementation of the IE, in all areas, by the respondent-KTs is 1.41, equivalent to “never” (N) in descriptive rating, and “not extensive” in transmuted rating. Significant mean differences in the extent of implementation of the IE by the respondent-KTs are found across the variables, 1) age, 2) highest educational attainment, 3) position, 4) monthly family income, and 5) years in service. Significant correlations are indicated in the extent of implementation of the IE and certain variables, namely: 1) age, 2) monthly family income, 3) years in service, and 4) number of memberships in professional organizations. The following conclusions are forwarded: The respondent-KTs who are typically mature females, and from the middle class families are very much qualified as kindergarten teachers, in terms of academic attainment, experience, in-service trainings, and memberships to professional organization. Their implementation of the IE which is generally “not extensive” is in great need of improvement to level up their involvement in this important program of the DepEd. The profile variables (independent variables) in this study are able to differentiate the extent of implementation of IE by Kindergarten teachers. Thus, these should be used in future studies on IE. The dependent variable, which is the “extent of implementation of IE by the respondent-KTs” are associated with these variables. The following are strongly recommended: Many of the respondent-KTs are not yet Master’s degree graduates, hence, it is strongly recommended that a scholarship grants be instituted and implemented to encourage kindergarten teachers to pursue advanced academic degrees in accredited institution. Further studies on the implementation of the IE should include more independent variable (profile variables) together with those used in this study. Furthermore, future studies on the implementation of the IE, in other grade levels in the revised DepEd curriculum, should be conducted under the auspices of accredited graduate institutions. Keywords — inclusive education (IE), philosophy, policies, and practices, kindergarten teachers (KTs)