Through the Walls of Inclusion: The Higher Education Institution Perspective in Philippines

Abstract

Every learning institution envisions to uphold the principles of inclusive education. A higher education institution like Eastern Samar State University must accommodate all learners of different backgrounds, with or without special needs. Hence, this phenomenological study was conducted to explore views and experiences of faculty on inclusive education, with particular focus on their encounter with students with special needs (SENs). Data gathered through in-depth interview of five selected faculty members with direct experiences on students with special needs in their classes, were transcribed and coded for themes and patterns. Results revealed that the research participants have the basic understanding of inclusive education. Faculty members consider their inclusive teaching experiences challenging and become more interventionist in providing learning activities to students with and without special needs. Major challenges encountered by the faculty members are on their preparedness to teach students with special needs especially in providing activities to their classes, and how equipped are they with the skills to cater to the learning needs of these students with special needs mainstreamed with the regular classes. With the challenges faced by the faculty members, the university can consider the need to develop and upgrade their knowledge and practical skills on IE practices in formulating policies and professional development activities.