Abstract:
Inclusive education democratizes access and opportunity for the education of learners with exceptionalities. At the forefront of this endeavor are the general education teachers or receiving teachers. The purpose of the study is to determine the interface between the self-efficacy of general education teachers and their classroom inclusion accommodation modality in instructional approaches and techniques, assessment of learning, classroom management in an inclusive setting, collaboration with the parents and special education teachers, and handling the behavior of the special learners. Following the descriptive correlational research design, a researcher-made survey questionnaire was administered to a purposively selected 30 elementary general education teachers handling inclusion classes. Findings indicated that a great extent of self-efficacy is displayed by general education teachers in their classroom behavior. They generally experience and deal with the behaviors of differently-abled students and sometimes adapt and utilize practices accommodating inclusive learners. It established a significant moderate negative correlation between the self-efficacy of general education teachers and their classroom inclusion accommodation modality. Cognizant of this, the general education teachers manifested their conviction, professional competence, and commitment to accommodate special learners in their classrooms. A training program is developed and proposed for the effective delivery of inclusion, to empower regular receiving teachers with appropriate competencies to meet these challenging teaching situations, and to improve the delivery of inclusive education among learners with exceptionalities.
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