ISSN: 2581-8651

Journal of Humanities and

Vol-5, Issue-3, May-Jun 2023
Education Development
https://dx.doi.org/10.22161/jhed.5.3.15
Peer-Reviewed Journal
(JHED)

Evaluation of Practice Teachers’ Views on Inclusive

Education
Charlene Faye A. Agati and Dennis G. Caballes

National Teachers College, Philippines

Received: 17 May 2023; Received in revised form: 16 Jun 2023; Accepted: 25 Jun 2023
©2023 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract
This study examined the views of practice teachers toward the inclusion of students with special education needs in the regular
classroom. A total of 32 practice teachers from University of the East, College of Education, participated in the research.
Mixed-Method was utilized which comprised of participants answering a questionnaire and participating in a focus group
discussion. The questionnaire, My Thinking about Inclusion Scale, MTAI, (Stoiber et al., 1998) was utilized for the quantitative
part of the research; while, a focus group discussion was conducted for the qualitative part which sought to uncover the
perceptions of practice teachers concerning their background and training on inclusive education. Only six of the 32 practice
teachers were able to join the focus group discussion. The results revealed that there is no significant difference in the practice
teachers’ views on inclusive education between males and females and their degree programs. Findings also showed that
practice teachers held similar positive views on inclusion. The responses of the participants in the focus group discussion
unveiled that the practice teachers believed they have adequate theoretical knowledge about inclusive education; however,
they still require further in-depth training and hands-on involvement and participation in conducting inclusive practices inside
classrooms to effectively apply them in the future as they become licensed teachers. They also saw the importance of the support
of the government and the cooperation of schools as well as parents and guardians for the successful espousal of inclusive
education.
Keywords— Manila, Inclusive Education, Practice Teachers’ Attitudes and Beliefs

I. INTRODUCTION experience to practice teachers. A study by Avrimidis &

Inclusive education has been steadily gaining Norwich (2002) underscored the importance of training in
serious ground in the Philippines in recent years and when special or inclusive education as a variable that influences
then President, Rodrigo Roa Duterte, on 11 March 2022, teachers’ attitudes.
signed Republic Act No. 11650 also known as Instituting a Over the years, numerous researches conclude that
Policy of Inclusion and Services for Learners with the attitude of teachers towards the schooling of students
Disabilities in Support of Inclusive Education Act, inclusive with disabilities in general classes is one of the key factors
education has once again been put in the spotlight. Republic of success in inclusive education (Avramidis & Norwich,
Act No. 11650 provides that no learner shall be denied 2002; Forlin, et al., 2011; Boyle et al., 2020 in Guillemot et
admission based on their disability. Both private and public al., 2022). Several studies highlight the fact that teachers
schools are mandated to ensure equitable access to quality with positive attitudes toward inclusion employ
education for every learner with disability (Republic Act No. instructional strategies beneficial to all students in a
11650, n.d.). As such, teachers must prepare, not just the classroom (Avramidis & Norwich, 2002; Forlin, et al, 2007)
learning environment, but also the mindset of regular and that the more positive the attitudes of teachers are, the
learners to fairly cater to the diverse learners inside their more inclusive practices become (Sharma & Sokal, 2016).
classrooms. In the University of the East, practice teachers are
Following the mandate to employ inclusive required to take a one semester course on Foundation of
educational approaches and practices in schools, teacher Special and Inclusive Education as part of their curriculum.
education institutions have to provide adequate training and Additionally, in their experiential learning courses during

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Agati and Caballes Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 5(3)-2023

their final year in college, they have to be deployed in both range of 22 – 23 years old. All of the participants previously
private and public-school settings to observe, assist, and took a course in Foundation of Special and Inclusive
practice various pedagogies. In this regard, it is vital to Education as part of the Professional Education curriculum.
understand the beliefs of practice teachers toward inclusive Additionally, during the focus group discussion, six practice
education as well as their insights on the adequacy of their teachers were able to participate. Two practice teachers
training and background on inclusive education as they will from each of the following degree programs, namely:
become the teachers who are expected to employ inclusive Bachelor of Secondary Education-English, Bachelor of
practices in their classrooms in compliance and in support Physical Education, and Bachelor of Special Needs
of Republic Act No. 11650. Education were able to join; however, the Bachelor of
Statement of the Problem Elementary Education was not represented.

The focus of this research is the views of practice Data Collection Process
teachers on inclusive education; specifically, this study Both the quantitative and qualitative data
sought to answer the following research questions: collection process was conducted during May 2023 with the
1. How do beliefs of practice teachers differ with regard to consent of the dean. The MTAI questionnaire was sent to
gender? the participants’ official university email addresses via
Google Forms; while, the focus group discussion was
2. How do beliefs of practice teachers from different degree
conducted via Google Meet. Participants were duly
programs as Bachelor of Secondary Education-English,
informed that their participation in the research was
Bachelor of Physical Education, Bachelor of Special Needs
voluntary and that their integrity was protected.
Education, and Bachelor of Elementary Education differ
with regard to inclusive education? Of the 43 questionnaires sent via email, only 32
were answered fully. Yielding a 74.42% response rate. Data
3. What are the insights of practice teachers regarding their
analysis was performed using the standard Statistical
background and training on inclusive education?
Package for the Social Science (SPSS) and multiple
Hypotheses: statistical tests were conducted, namely frequencies,
H01: There is no significant difference in the beliefs of standard deviation, t-tests, univariate analysis of variance
practice teachers when it comes to gender. (ANOVA), and Levene’s test for equality. Additionally,
only 13.95% of the 43 practice teachers, were able to
H02: There is no significant difference in the beliefs of
participate in the focus group discussion.
practice teachers from different degree programs.
Resources, Materials, and Tools
Demographic data of the participants such as their
II. METHODS
age, gender, and degree program were culled and analyzed
Research Type in the first part. The second part was the My Thinking
In this research, Mixed-Method was utilized. For About Inclusion Scale or MTAI (Stoiber et al., 1998), and
the quantitative part of the study, the researchers made use finally, the third part was the focus group discussion.
of the My Thinking About Inclusion Scale, MTAI (Stoiber The My Thinking About Inclusion Scale or MTAI
et al., 1998); while, for the qualitative part, a focus group was developed in 1998 by Karen Callan Stoiber, Maribeth
discussion was employed. Gettinger, and Donna Goetz, to investigate beliefs on early
Research Setting and Participants childhood inclusion. It is a 28-item comprehensive measure
composed of three subscales: core perspectives, expected
The participants of the study were a purposeful
outcomes, and classroom practices (Stoiber et al., 1998).
sample of 32 practice teachers of the University of the East,
MTAI used a 5-point Likert scale for scoring where in (1)
College of Education, officially enrolled in the following
stands for strongly accept and (5) signifies strongly reject.
programs: a. Bachelor of Secondary Education-English
(BSED-E), b. Bachelor of Physical education (BPED), c. Questions for the focus group discussion were
Bachelor of Special Needs Education (BSNED), and d. related to inclusive education which were reviewed and
Bachelor of Elementary Education (BEED). There were 15 validated by three experts in the fields of special education
practice teachers from Bachelor of Physical Education, 6 and inclusive education. Although all 43 practice teachers
from Bachelor of Secondary Education-English, 6 from from the various degree programs from the College of
Bachelor of Special Needs Education, and 5 from Bachelor Education were invited, only six were able to participate.
of Elementary Education. Further, there were 20 females The focus group discussion was video and audio-recorded
and 12 males. Majority of the participants fall under the age

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Agati and Caballes Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 5(3)-2023

with permission from the participants and lasted for one and sub-themes related to the study emerged from the
hour and 18 minutes. categories.
Data Analysis Process
In the quantitative part of the study, data were III. RESULTS AND DISCUSSION
collated and tabulated for statistical analysis. the mean and This research titled, “Evaluation of Practice
standard deviation were tested between genders. Levene’s Teachers’ Views on Inclusive Education” presents the
Test for Equality of variances, Analysis of Variance results, arranged in order as stated in the research questions.
(ANOVA), and t–test for equality of means were also
A total of 32 practice teachers participated in this
utilized to get the t- value and f-value as well as the
study. The following were gathered for the demographic
significance level value. In addition, for the focus group
profile: a. age, b. sex, c. degree programs. The table below
discussion, qualitative content analysis was utilized to
shows the demographic profile of the participants.
methodically analyze data. The qualitative data collected
were manually transcribed, coded, and categorized. Themes
Table 1 Demographic Profile of Practice Teachers (n = 32)
Characteristics Frequency Percentage
Age 3 9.4
20-21 yrs old 27 84.4
22-23 yrs old 1 3.1
24-25 yrs old 1 3.1
26-27 yrs old 3 9.4
Sex
Male 12 37.5
Female 20 62.5
Degree Program
Elementary Education 5 15.6
Physical Education 15 46.9
English 6 18.8

Special Needs Education 6 18.8

Results of the analysis of the data revealed that of 0.427. The tests resulted to a t-value of -.566 and
there is no significant difference in the practice teachers’ sig.value of 0.576. Hence, the null hypothesis was accepted
views on inclusive education between males and females. which conveyed that regardless of gender, the beliefs of the
For the male practice teachers, the mean score was 2.19 with male and female participants regarding inclusive education
a standard deviation of 0.286. On the other hand, for the are the same.
females, the mean score was 2.27 with a standard deviation

Table 2 Result of Levene’s Test for Equality of Variances on Gender of Practice Teachers (n =- 32)

Gender Mean Standard t Sig. Interpretation Decision

deviation value value to Ho
Male 2.19 0.286 - 0.576 Not Accept
0.566 Significant
Female 2.27 0.427

α = 0.05 Level of Significance

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Agati and Caballes Journal of Humanities and Education Development (JHED)
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To test the relationship among the different degree 2.4117 with a standard deviation of .40276; and for
programs, Analysis of Variance or ANOVA was utilized to Bachelor of Special Needs Education, the mean was 2.3867
compare the variances across the means of the different with a standard deviation of .15371. The tests resulted to a
degree programs. For Bachelor of Elementary Education, f-value of 1.376 and sig.value of 0.270. Hence, the null
the mean was 2.0280 with a standard deviation of .53383; hypothesis was accepted which signified that regardless of
for Bachelor of Physical Education, the mean was 2.1907 the degree program of the practice teachers, their beliefs on
with a standard deviation of .35594; for Bachelor of inclusive education is the same. The table below, presents
Secondary Education Major in English, the mean was the descriptive statistics for the different degree programs.
Table 3 Result of ANOVA on Degree Programs of Practice Teachers
Degree Program Mean Standard F value Sig. value Interpretation Decision to
deviation Ho
Elementary Education 2.0280 .53383 1.376 0.270 Not Significant Accept
Physical Education 2.1907 .35594
English 2.4117 .40276
Special Needs Education 2.3867 .15371

As stated earlier, of the 32 practice teachers that group participants, all names have been
completed the survey, only six participated in the focus changed throughout the discussion of the results. The
group discussion. To protect the privacy of the focus demographic data is presented in Table 4.
Table 4 Description of Focus Group Discussion Participants
Participants Degree Program
BSED-E 1* Bachelor of Secondary Education Major in English
BSEDE 2*
BPED 1* Bachelor of Physical Education
BPED 2*
BSNED 1* Bachelor of Special Needs Education
BSNED 2*
* names have been changed for anonymity

The focus group discussion yielded three broad qualitative content analysis. The themes and sub-themes
themes which were identified as they emerged during the are given in Table 5 below:
Table 5 Themes and Sub-themes
Themes Sub-themes
1. Thoughts on Inclusive Education Essential
Equal opportunities
2. Training on inclusive education practices Exposure in diverse learners with needs
Knowledge of inclusion practices
Experiential learning courses
Confidence
3. Inclusive practices in future classroom Government support and resources
Parents/guardian follow-up
Thoughts on Inclusive Education

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Generally, the participants in the focus group Based on the participants responses, we can infer
discussion have positive views regarding inclusive that they require more thorough exposure in settings where
education. The participants view inclusive education as inclusion in the classroom is practiced. One practice
essential in supporting diverse learning environments. The teacher, BSED-E 1 mentions:
participants expressed that inclusive education benefits Inclusivity has several facets and layers.
students with disabilities and teachers by providing ample Medyo mahirap siya (It is quite
opportunities to apply learned strategies and validate challenging). Trainings are not enough.
theories from a previous course taken on Foundation of We came from online classes because of
Special and Inclusive Education. It was mentioned that in the COVID-19 pandemic and then
that particular course, students were taught the various pagbalik (when we returned to onsite
disabilities they might encounter in a classroom, classes), we had to immediately enroll in
instructional adaptations for said disabilities, as well as Field Study and Teaching Internship. Yes,
international and local laws supporting inclusion among we were able to learn the theories,
others. philosophies, laws, and concepts about
Training on Inclusive Education Practices inclusive education but when you’re
In their responses during the focus group already in the actual situation, you might
discussion, it can be surmised that even if they have get disconcerted or even experience
background knowledge on inclusive education, they are still mental block. With our experiences in the
concerned with their level of skills in working with learners private and public schools during our
with disabilities in a regular classroom. One participant, internship, we did not see inclusion being
BPED 1, even stated that: practiced that much because we were not
exposed to learners with disabilities in
It would be pretty challenging even
the classroom. We were asked to conduct
though I have experience as a student
reading intervention to some learners but
teacher and as a coach. With inclusive
they were pulled out from the class.
education, I understand that there’s
diversity and knowing that, malalaman The statements of the participants support the idea
mo na marami dapat i-consider (you will that practice teachers need to gain both theoretical and
know that there are many things you need practical knowledge about inclusion (Booth, Nes, &
to consider). Mahirap pa para sa akin Stromstad, 2003, as cited in Sharma et al. 2014). They
ang mag-handle ng isang class sa expressed the need to be immersed in actual practice to
hinaharap (It will still be difficult for me augment and validate their theoretical knowledge. It can
to handle a class in the future); since, also be noted that the effect of the two-year online classes
knowing something is different from due to the COVID-19 pandemic also had an effect on the
handling actual students. confidence of the practice teachers in the probability of
practicing inclusion in their future classrooms.
This statement was supported by the other participants as
seen below: Inclusive Practices in Future Classrooms

BSNED 1: Upon thinking about it, I am Since all the participants in the study were enrolled
not really ready to enter a classroom with in the teaching internship course during the duration of the
that (inclusion) set up. But since I am a data gathering procedure, they were able to observe and
graduating student looking for a job, I experience firsthand how classes were conducted in both the
will hone my skills in teaching and private and public school settings as part of their
adapting inclusive education in a deployment. The participants in the study recommended
classroom setting. that the government provides intensive training on inclusive
education as well as build more classrooms, and supply
BSNED 2: Even if I have experience in
materials to the teachers, especially those in the public
handling learners with needs in the
schools. They also mentioned that the population of students
regular class, I was not exposed to
in the classroom must be decreased. According to BSED-E
teaching students with different
2, “There are several students inside the classroom. How
disabilities. I was only exposed to some. I
can you effectively practice inclusion if there are 50
still lack background on how to handle
individuals cramped inside a small room?”
other students with needs. I still need to
attend trainings and seminars.

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Agati and Caballes Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 5(3)-2023

The participants also emphasized the importance [4] Forlin, C., Sharma, U., & Loreman, T. (2007). An
of partnership and collaboration not just with students but International Comparison of Pre-service Teacher Attitudes
also with teachers, with school administrators, and even towards Inclusive Education. Disability Studies Quarterly,
27(4). https://doi.org/10.18061/dsq.v27i4.53
with the parents and guardians. They agreed that in order for
[5] Forlin, C. I., Earle, C., Loreman, T., & Sharma, U. (2011).
them to successfully adopt inclusive practices in their future
The Sentiments, Attitudes, and Concerns about Inclusive
classrooms, they will need the support of the stakeholders. Education Revised (SACIE-R) Scale for Measuring Pre-
Service Teachers’ Perceptions about Inclusion.
Exceptionality Education International, 21(3).
IV. CONCLUSION
https://doi.org/10.5206/eei.v21i3.7682
The goal of this study is to evaluate the views of [6] Guillemot, F., Lacroix, F. & Nocus, I. (2022). Teachers'
practice teachers toward inclusive education. Based on the attitude towards inclusive education from 2000 to 2020: An
findings, it can be concluded that there is no significant extended meta-analysis. International Journal of Educational
difference in the practice teachers’ views on inclusive Research Open, 3. 100175.
https://doi.org/10.1016/j.ijedro.2022.100175.
education between males and females. The null hypothesis
[7] Sharma, U., Shaukat, S., & Furlonger, B. (2014). Attitudes
is accepted. Moreover, when degree programs were
and self-efficacy of pre-service teachers towards inclusion in
compared, it was revealed that there is no significant Pakistan. Journal of Research in Special Educational Needs,
difference on the practice teachers’ views on inclusive 15(2), 97–105. https://doi.org/10.1111/1471-3802.12071
education. Hence, the null hypothesis is also accepted. [8] Sharma, U., & Sokal, L. (2016). Can teachers’ self-reported
The responses of the participants in the focus efficacy, concerns, and attitudes toward inclusion scores
predict their actual inclusive classroom practices?
group discussion revealed that the practice teachers believe
Australasian Journal of Special Education, 40(1), 21–38.
they have adequate knowledge about inclusive education;
https://doi.org/10.1017/jse.2015.14. psyh.
however, they still require more in-depth training and [9] Stoiber, K. C., Gettinger, M., & Goetz, D. J. (1998).
hands-on involvement and participation in conducting Exploring factors influencing parents’ and early childhood
inclusive practices inside classrooms to effectively apply practitioners’ beliefs about inclusion. Early Childhood
them in the future as they become licensed teachers. They Research Quarterly, 13(1), 107–124.
also saw the importance of the support of the government https://doi.org/10.1016/s0885-2006(99)80028-3
and the cooperation of schools as well as parents and [10] Republic Act No. 11650. (n.d.).
guardians for the successful espousal of inclusive education. https://lawphil.net/statutes/repacts/ra2022/ra_11650_2022.ht
ml
In this light, the researchers recommend that the
government, specifically, the Department of Education, find
effective ways to build more schools and hire more teachers
to address the problems of scarcity of classrooms and high
student-teacher ratio; additionally, colleges and universities
should review their curriculums, especially the experiential
learning courses, to ensure that practice teachers are
provided with intensive and extensive exposure in inclusive
classrooms; finally, more research can be conducted on the
beliefs, attitudes, and confidence of practice teachers on
inclusive education to determine whether the results from
different respondents vary significantly.

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[3] Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020).
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