Public Secondary School Teachers Implementation of Inclusive Education Program Amid Pandemic: A Phenomenological Study

AUTHOR(S)

Lucky Faith A. Balame

ABSTRACT

The study explored the public secondary school teachers’ lived experiences in Kananga National High School both in Junior and Senior High department on the implementation of inclusive education program and described the status of such program implementation amid Covid-19 pandemic. A qualitative transcendental phenomenology approach and thematic analysis were utilized in the study. The research employed a one-on- one, semi structured interview having 2-3 questions with probing and follow- up questions to the targeted participants of the study. The purposive sampling method was employed to select the participants who can provide rich and relevant information to answer the objectives of the study. The result showed three emerging themes based on teachers’ participants responses which include (1) mixtures of learners in the classroom, (2) teachers’ management of changes of practices/ pedagogies amid pandemic (3) challenges and difficulties in the implementation of inclusive education in the mainstream classroom amid pandemic. It is imperative to hear the side of the major stakeholders such as teachers and administrators to achieved success in the implementation of inclusive education program by equipping them with proper knowledge and skills for them to provide quality education to all learners most specially to these learners with special needs and disabilities amid any circumstances. It is recommended to improve the physical environment to cater the needs of these learners with special needs and disabilities in the mainstream classroom and provide more learning materials and resources. Moreover, trainings, seminars, orientations, and workshops relative to inclusive education, expert personnel such as SPED teachers, nurses and guidance counselors deployed in a mainstream classroom for additional help to assess, evaluate and when the need arises. Furthermore, addition of shadow teachers aside from the regular teachers handling and facilitating the mainstream classroom.