ATTITUDES, PREPARATION, ACCEPTABILITY, AND PRACTICES TOWARD INCLUSIVE EDUCATION: A COMPARISON BETWEEN PUBLIC AND PRIVATE SCHOOL TEACHERS
DOI:
https://doi.org/10.5281/zenodo.15961113Keywords:
Inclusive Education or IE, special education or SPED, attitudes, preparation and training, , acceptability, practicesAbstract
This study examined the attitudes, training and preparation, acceptability, and practices toward Inclusive Education among public and private school teachers in the Schools Division of Mandaue City. Using a descriptive cross-sectional survey with 350 teachers, results revealed that teachers held neutral attitudes (x̄=3.25) and perceptions of their preparation and training (x̄=2.84) for inclusive education. Teachers agreed on the acceptability of inclusion (x̄=4.20). There was moderate evidence (x̄=3.29) of inclusive practices across general education, class participation, curriculum, instruction, assessment, family-school partnerships, team collaborations, and school improvement. Both public and private school teachers maintained a balanced view of inclusion, often influenced by limited familiarity and training. Private schools demonstrated stronger consistency in curriculum, collaboration, and support, while public schools were progressing but needed enhanced accessibility and teamwork. Teacher preparation proved crucial in promoting inclusive practices. Continued professional development and institutional support remain essential to advance inclusive education in both sectors.
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