SITUATION ANALYSIS OF GENERAL EDUCATION TEACHER CURRICULUM IN INCLUSIVE EDUCATION

Katherine Jane I. Sawi

The study aims to operationalize Print’s Situation Analysis model by examining the general teacher education curriculum and inclusive education in the Philippines. The study seeks to answer the following questions: a.) What problems are being experienced and perceived by general education teachers in inclusive education?, b.) What are the factors affecting general education teacher and inclusion?, c.) How do these factors affect general education teachers and implementation of inclusion?, d.) How can we prepare teachers for inclusion? The study will be conducted in inclusive and regular schools (two public and one private school), from urban and rural areas. In-depth interview and questionnaire will be used to gather data from teachers, school administrators and parents.

The result of the review of literature showed that situation analysis is an essential part of curriculum development process. Appropriate goals and objectives are formulated when they are based on relevant data which are gathered systematically. Teachers’ knowledge, skills, attitudes and experiences are factors in implementing inclusion. Teachers embrace inclusion but encounter these barriers: lack of knowledge, involvement, available resources and problematic ideology. Teachers expressed that they are not equipped to handle children with special educational needs (CSEN) due to lack of involvement and knowledge about CSEN and inclusive education (IE). Inclusive practices, culture and policies are crucial to successful implementation. Pre-service teacher education program is the best time to prepare teachers. Teacher education institutions should include special education and inclusion in their preservice teacher curriculum. Situation analysis is an essential step in developing curriculum that responds to the demands and challenges of inclusive education.