Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 19 no. 10 (2024)

Teachers' Perceptions of Learners with Learning Disabilities in Masara Child Find Policy: A Phenomenology

Wila Donato

Discipline: Education

 

Abstract:

Inclusive education presented significant challenges globally, particularly for educators who navigated resource constraints and societal barriers. Despite initiatives like the Masara Child Find Policy in the Philippines, understanding teachers' perspectives on learners with disabilities remained underexplored, especially in Masara, Davao de Oro. This qualitative study employed in-depth interviews with five teachers actively involved in identifying and supporting students with disabilities at Masara Integrated School. Thematic analysis was used to identify patterns and themes within the data, guided by the phenomenological approach. Findings revealed teachers' perspectives on inclusive education, highlighting challenges in implementing the Masara Child Find Policy and supporting learners with disabilities. Teachers employed various strategies to identify and support students, yet faced obstacles such as limited resources and training. Despite challenges, teachers recognized the benefits of inclusive education for all learners. The study enhanced understanding of inclusive education within the Masara context, providing insights into teachers' perceptions and experiences. Recommendations included enhancing teacher training, resource allocation, and collaboration between stakeholders to promote effective implementation of inclusive education policies. These findings contributed to informed decision-making and policy formulation aimed at improving the educational experience of learners with disabilities in Masara and similar contexts.



References:

  1. Akhtar, F., & Bokhari, S. R. A. (2018). Down syndrome.
  2. Ali, Hanan, Albashatawah, Reema. (2019). Class management problems that face special needs teachers in Najran’s comprehensive rehabilitation center. Journal of Educational and Psychological Sciences, 3(26) ، 56-73.
  3. Alieto, E., Abequibel, B., & Ricohermoso, C. (2020). An Investigation on Digital and Print Reading Attitudes: Samples from Filipino Preservice Teachers from a Non-metropolitan-based University. Asian EFL, 27(4.3), 278-311.
  4. Anna, L., and Angharad, E. B. (2021). The social and human rights models of disability: Towards a complementarity thesis. Int. J. Hum. Rights 25, 348–379. doi: 10.1080/13642987.2020.1783533
  5. Auxier, B., & Anderson, M. (2020). As schools close due to the coronavirus, some US students face a digital ‘homework gap’. Pew Research Center, 16, 1-8.
  6. Ayub, U., Shahzad, S., and Ali, M. S. (2019). University teachers’ attitude towards inclusion, efficacy and intentions to teach in inclusive classrooms in higher education. Glob. Soc. Sci. Rev. IV, 365–372. doi: 10.31703/gssr.2019(IV-I).47
  7. Ayvazo, S., Inbar-Furst, H., and Meadan, H. (2021). Technology-based model to support and enhance field experience in special education training programs in Israel. Journal of Higher Education Theory and Practice, 21(9), 15-26.
  8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215
  9. Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in crisis: The role of universal design for learning in educational redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71-91.
  10. Beaton, M. C., Codina, G. N., & Wharton, J. C. (2021). Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities, 49(4), 393–402. https://doi.org/10.1111/bld.12399
  11. Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7-27.
  12. Bills, K. L., & Mills, B. (2020). Teachers’ perceptions towards inclusive education programs for children with Down syndrome. Journal of Research in Special Educational Needs, 20(4), 343–347. https://doi.org/10.1111/1471-3802.12494
  13. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32 (7), 513.
  14. Buslon, J. , Alieto, E., Pahulaya, V., & Reyes, A. (2020). Gender Divide in Attitude towards Chavacano and Cognition towards Mother Tongue among Prospective Language Teachers . Asian EFL, 27 (3.1), 41-64.
  15. Campado, R. J., Toquero, C. M. D., & Ulanday, D. M. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. International Journal of Professional Development, Learners and Learning, 5(1), ep2308. https://doi.org/10.30935/ijpdll/13062
  16. Carbone, A., Di Napoli, I., Procentese, F., & Arcidiacono, C. (2021). Close family bonds and community distrust. The complex emotional experience of a young generation from southern Italy. Journal of Youth Studies, 25(8), 1052–1071. https://doi.org/10.1080/13676261.2021.1939283
  17. Chadwick, D. D., Quinn, S., & Fullwood, C. (2017). Perceptions of the risks and benefits of Internet access and use by people with intellectual disabilities. British Journal of Learning Disabilities, 45(1), 21–31. https://doi.org/10.1111/bld.12170
  18. Chiner, E., Gómez-Puerta, M., & Mengual-Andrés, S. (2021). Opportunities and hazards of the Internet for students with intellectual disabilities: The views of pre-service and in-service teachers. International Journal of Disability, Development and Education, 68(4), 538–553. https://doi.org/10.1080/1034912X.2019.1696950
  19. Darmahkasih, A. J., Rybalsky, I., Tian, C., Shellenbarger, K. C., Horn, P. S., Lambert, J. T., & Wong, B. L. (2020). Neurodevelopmental, behavioral, and emotional symptoms are common in Duchenne muscular dystrophy. Muscle & nerve, 61(4), 466-474.
  20. Ghosh, N. (2022). CBR practice and inclusion: Persons with disabilities in north East India. Disabil. CBR Incl. Dev. 32, 114–133. doi: 10.47985/dcidj.516
  21. Glencross, S., Mason, J., Katsikitis, M., & Greenwood, K. M. (2021). Internet use by people with intellectual disability: Exploring digital inequality—A systematic review. Cyberpsychology, Behavior and Social Networking, 24(8), 503–520. https://doi.org/10.1089/cyber.2020.0499
  22. Go Silk, B., Medriano, R., Dela Cruz, S.B., Deran, J.J., Alieto, E., Abdon, M., Rillo, R., & Lucas, R.I. (2020). Cognition toward the Mother Tongue, Attitude toward English, Chavacano, and Filipino: A Structural Equation Modeling Approach with Bootstrap Analysis. Asian ESP, 16(1.2), 5-28.
  23. Gomez-Najarro, J. (2020). An empty seat at the table: Examining general and special education teacher collaboration in response to intervention. Teacher Education and Special Education, 43(2), 109–126. https://doi.org/10.1177/0888406419850894
  24. Gómez-Puerta, M., & Chiner, E. (2020). Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training. European Journal of Special Needs Education, 35(4), 437–450. https://doi.org/10.1080/08856257.2019.1703602
  25. Hameed, A., and Manzoor, A. (2019). Similar agenda, diverse strategies: A review of inclusive education reforms in the subcontinent. Bull. Educ. Res. 41, 53–66. doi: 10.33015/dominican.edu/2018.EDU.ST.01
  26. Hamenoo, E. S., and Dayan, V. (2021). Inclusive education and disabilities: Narratives from Ghana. Disabil. CBR Incl. Dev. 32, 37–51. doi: 10.47985/dcidj.385
  27. Kamran, M., Siddiqui, S., & Adil, M. S. (2023). Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs). Education Sciences, 13(6), 606. https://doi.org/10.3390/educsci13060606
  28. Kazmi, A. B., Siddiqui, U. N., and Siddiqui, S. (2021). Emotional intelligence: Source of self-efficacy among college-level instructors of Pakistan. Perform. Improv. 60, 21–32. doi: 10.1002/pfi.21969
  29. Khasawneh, M. A. S. (2021a). Cognitive flexibility of students with learning disabilities in english language and its relationship to some variables. Shanlax International Journal of Education, 9(3), 49-56. DOI: 10.34293/education.v9i3.4003
  30. Köse, H., and Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921-1936.
  31. Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Campodonico, F., & Desideri, L. (2022). A smartphone-based program enabling people with intellectual and other disabilities to access leisure, communication, and functional activities. Universal Access in the Information Society. Advance online publication. https://doi.org/10.1007/s10209-021-00858-4
  32. Lawrence, D., Houghton, S., Dawson, V., Sawyer, M., and Carroll, A. (2021). Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder. British Journal of Educational Psychology, 91(2), 755-774.
  33. Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying online risk to children (CO: RE short report series on key topics). Leibniz-Institut für Medienforschung, Hans-Bredow-Institut (HBI). https://doi.org/10.21241/ssoar.71817
  34. Lockwood, A. B., Farmer, R. L., Bohan, K. J., Winans, S., and Sealander, K. (2021). Academic achievement test use and assessment practices: A national survey of special education administrators. Journal of Psychoeducational Assessment, 39(4), 436-451.
  35. Longley, J. M., & Craigo, L. (2021). Exploration of Preservice teacher Attitudes towards Disability. Community College Journal of Research and Practice, 47(1), 53–68. https://doi.org/10.1080/10668926.2021.1927884
  36. McLaren, B. M., Richey, J. E., Nguyen, H., & Hou, X. (2022). How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. Computers & Education, 178, 104366.
  37. Molnar, S. (2019). Snapshot—The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal Point. In Universal Access Through Inclusive Instructional Design (pp. 343-345). Routledge.
  38. Paloniemi, A., Pulkkinen, J., Kärnä, E., & Björn, P. M. (2021). The work of special education teachers in the tiered support system: the Finnish case. Scandinavian Journal of Educational Research, 67(1), 35–50. https://doi.org/10.1080/00313831.2021.1983649
  39. Perera, R., Johnston, W. R., & Stelitano, L. (2019). Supporting students with high-incidence disabilities in US schools: National findings from the American educator panels.
  40. Phong, D. T. (2023). Positives and difficulties status of visually impaired students in physical education class special high school Ho Chi Minh City, Vietnam. Conhecimento & Diversidade, 15(37), 262–280. https://doi.org/10.18316/rcd.v15i37.10950
  41. Pulkkinen, J. (2019). Reforming policy, changing practices? Special education in Finland after educational reforms [Doctoral dissertation, Finnish Institute for Educational Research, University of Jyväskylä]. Retrieved April 23, 2021, from https://jyx.jyu.fi/handle/123456789/64018.
  42. Rose, R., Jegannathan, B., Mong, D., Pat, P., & Sok, D. (2023). Investigating the Situation for Children with Autism and Their Families in Cambodia. Education Sciences, 13(6), 565. https://doi.org/10.3390/educsci13060565.
  43. Salmerón, L., Fajardo, I., & Gómez-Puerta, M. (2019). Selection and evaluation of Internet information by adults with intellectual disabilities. European Journal of Special Needs Education, 34(3), 272–284. https://doi.org/10.1080/08856257.2018.1468634
  44. Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports ( 12th ed.). American Association of Intellectual and Developmental Disabilities (AAIDD).
  45. Shaw, D., Bar, S., & Champion, J. D. (2021). The Impact of Developmental Behavioral Pediatrics in a Population of Children with Down Syndrome. Journal of Pediatric Nursing, 57, 38–42. https://doi.org/10.1016/j.pedn.2020.10.019
  46. Singh, S., Kumar, S., & Singh, R. K. (2020). A Study of Attitude of Teachers towards Inclusive Education. Shanlax International Journal of Education, 9(1), 189–197. https://doi.org/10.34293/education.v9i1.3511
  47. Traya, E. C., & Lopez, E. A. (2023). Mainstreaming Learners with Special Educational Needs in Regular Classes: Its Impact on Teachers’ Attitude and Self-Efficacy Towards Inclusion. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7936413
  48. Tümkaya, G. S., and Miller, S. (2020). The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review. Ilkogretim Online 19, 1061–1077. doi: 10.17051/ilkonline.2020.696690
  49. U.S. Department of Education (2022). Office of special education programs, individuals with disabilities education Act (IDEA) database. Inclusion of students with disabilities. https://nces.ed.gov/fastfacts/display.asp?id=59
  50. Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.
  51. Wertz, F. J. (2023). Phenomenological methodology, methods, and procedures for research in psychology. H. Cooper (Ed.-in-Chief), M. Coutanche, LM McMullen, AT Panter, D. Rindskopf, & K. Sher (Eds.), APA handbook of research methods in psychology, 2, 92.
  52. Wray, E., Sharma, U., and Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teach. Educ. 117:103800. doi: 10.1016/j.tate.2022.103800
  53. You, S., Kim, E. K., and Shin, K. (2019). Teachers’ belief and efficacy toward inclusive education in early childhood settings in Korea. Sustainability 11:1489. doi: 10.3390/su11051489
  54. Zain Aldeen, R. (2020). The attitudes of special education teachers towards the implementation of technology in teaching students with learning disabilities in the Covid pandemic. The Arab Journal of Disability and Talent, 40(14) ، 21-52.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic