An Empirical Study on Teachers’ Perceptions Towards Inclusive Education

Werlla Iguis-Calinawan, Janine Joy Tenerife-Canete, Lilibeth Pinili, Raymond Espina

Abstract

This study explores the relationship between teachers' perceptions of inclusive education and the effectiveness of collaboration efforts and strategies to improve inclusive practices within educational institutions. The research reveals that teachers generally hold positive perceptions towards inclusive education, recognizing its benefits for students with special needs. There is a significant association between positive perceptions and the effectiveness of collaboration among educators, as well as the acceptance of strategies designed to enhance inclusion. However, challenges such as resource limitations and role clarity were also identified, suggesting areas for improvement. The findings underscore the importance of fostering positive attitudes among teachers to support successful collaboration and the implementation of inclusive education strategies, which are crucial for the effective realization of inclusive education policies.

https://doi.org/10.22037/wjher.4.3

Keywords

Inclusive Education, Teachers' Perceptions, Special Needs Education, Inclusive Practices

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22037/wjher.4.3Pages: 72-83Published: 09-01-2024Copyright: Copyright (c) 2024 Werlla Iguis-Calinawan, Janine Joy Tenerife-Canete, Lilibeth Pinili, Raymond EspinaOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteIguis-Calinawan, W., Tenerife-Canete, J.J., Pinili, L., Espina, R. (2024). An Empirical Study on Teachers’ Perceptions Towards Inclusive Education. World Journal on Education and Humanities Research, 4(3), 72-83. https://doi.org/10.22037/wjher.4.3