Impact of Special Education Mainstreaming in Brooke's Point South District, Palawan: Basis for a Training Program for Non-Specialist Teachers
DOI:
https://doi.org/10.67903/ijroms0307Keywords:
Brooke’s Point, inclusive education, mainstreaming, non-specialist teachers, special educationAbstract
This study investigated the impact of mainstreaming learners with special education needs in regular classrooms in Brooke’s Point South District, Palawan, Philippines, with the aim of developing a training program for non-specialist teachers. Although mainstreaming promotes inclusive education and provides learners with opportunities to participate in regular classroom activities, limited local evidence is available regarding how key stakeholders perceive its implementation and the support needed by teachers who work with learners with special education needs. The study employed a descriptive survey research design involving 53 respondents, comprising 3 special education teachers, 29 receiving teachers, 11 school administrators, and 10 parents. The findings indicated generally positive perceptions of mainstreaming among the participating stakeholders. Respondents agreed that mainstreaming contributes to the development of learners’ social skills, promotes acceptance and participation, and supports the goal of providing inclusive educational opportunities. However, the findings also revealed concerns regarding the availability of appropriate instructional resources, teacher preparedness, and the need for specialized knowledge and skills among non-specialist teachers. Differences in stakeholder perceptions were also observed in relation to selected respondent characteristics, including gender, participation in extracurricular activities, and years of teaching experience. These findings suggest that although mainstreaming has the potential to promote more inclusive learning environments, its effectiveness depends on adequate teacher preparation, administrative support, appropriate resources, and sustained professional development. The study therefore proposes a training program for non-specialist teachers focusing on understanding diverse learning needs, appropriate instructional strategies, classroom management, individualized support, collaboration with special education teachers and parents, and continuous monitoring and evaluation. The proposed program is intended to strengthen teacher competence and promote the effective and sustainable implementation of inclusive education in Brooke’s Point South District.
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