Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context
Princess Zarla J. Raguindin , Li Yan Ping , Fadlee Duereh , Ruby Leah S. Lising
After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to prom.
- Pub. date: April 15, 2020
- Pages: 787-797
- 1185 Downloads
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After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.
inclusive education inclusive practices teachers role in the inclusive agenda inclusion in southeast asia
Keywords: Inclusive education, inclusive practices, teachers’ role in the inclusive agenda, inclusion in Southeast Asia.
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