Learning Preference Wheel for the Mainstreaming Competence of Special Needs Education Teachers

Abstract

Mainstream education settings should ensure that the needs of all students are addressed and that all barriers which can potentially hinder their participation be removed. This action research aimed to determine the effectiveness of learning preference wheel towards mainstreaming competence of special needs education (SNEd) teachers. This sought answers to the level of literacy and numeracy rate of SPED High School learners after the implementation of the best practice, the level of mainstreaming competence of SNEd teachers after the implementation of the best practice; and the further development program to be proposed. The 13 Junior High and 5 Senior High SNEd Teachers as participants were identified through purposive sampling specifically the total enumeration. A 30-item Mainstreaming Effectiveness Monitoring Tool was utilized to assess the frequency and impact of the learning preference wheel. The learning preference wheel was given to all subject teachers that has served as their easy reference on aligning learners’ interest and area of inclination. It was revealed in this study that the level of literacy and numeracy rate of SPED High School learners was above 75% National Standard. The level of mainstreaming competence of SNEd teachers after the implementation of the best practice was very high. The Learning Preference Wheel and the Mainstreaming Effectiveness Monitoring Tool in which inclusions and technical assistance are anchored, provided directions to teaching-learning opportunities for teachers. It is proposed that appraisal of teachers’ training needs shall be undertaken so as to set learning targets and for technical assistance that encompass inclusivity.