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
- 955 Downloads
- 740 Views
- 2 Citations
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.
Keywords: Inclusive education, inclusive practices, teachers’ role in the inclusive agenda, inclusion in Southeast Asia.
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