Language and Inclusive Basic Education Issues and Challenges
Assessment:
1. Cite 5 research results on Language and Inclusive Basic Education Issues and
Challenges
1. According to Sesante, L.A et. Al., (2022) in their portfolio on Language Programs
and Policies in Multilingual Societies: Language and Inclusive Basic Education
Issues and Challenges, “Children with Special Needs require education in regular
schools, in their own society and by regular Teachers. Inclusion Values diversity.
It acknowledges every learner's fundamental right to learn, and accepts that
every child has unique abilities and needs.” As to the result of the study, there
are eight Various issues and Challenges faced by Children with Special Needs in
inclusive education: (1) Characteristics of Individual Pupils, (2) Lack of access to
the mainstream, (3) Lack of awareness and Attitude, (4) Lack of trained teachers,
(5) Large class size, (6) Lack of proper infrastructure, (7) Lack of Support or
Partnership, and (8) Peer Rejection. The implementation of inclusive education
requires dedication and willingness on part of all.
2. According to Mathew, Marion & Jha, [Link] (2015) in their research about
Issues, Challenges of Inclusive Education and Strategies Through ODL Mode,
“In spite of the support by a number of policies and programs from time to time to
accelerate the pace of all the efforts made in this direction the regular schools
with inclusive orientation face many barriers and challenges.” The challenges are
–the whole idea of inclusive education is defeated due to lack of proper attitude
and sensitivity on the part of teachers, parents, community and classmates. Lack
of trained teachers, large class size, lack of child centered and relevant
curriculum, limited appropriate teaching learning materials, teachers lack
competence and will to modify methodology as per the need, lack of proper in
fracture, lack of access to main stream and lack of participatory activities.
3. The study of Allam, F. and Matin, M. (2021) entitled “ISSUES AND
CHALLENGES IN SPECIAL EDUCATION: A QUALITATIVE ANALYSIS FROM
TEACHER’S PERSPECTIVE” revealed that the classrooms for children with
learning disabilities in Division of Ilagan at large have poor learning environment
to support the SPED such as lack of budget, curriculum guide, Instructional
Materials (IMs) and even school facilities. It could be concluded that placement of
learners with special needs in an inclusive classroom with ordinary learners is not
enough with no proper support. Learners with disability did not receive all the
necessary support and services for accessing the curriculum facilities; and
stakeholders’ supports is very minimal to support the needs of the students
enrolled in SPED classes. On the other hand, issues and problems were solved
technically to sustain the positive working environment among school heads,
teachers and stakeholders. The Department of Education Training and
Development in collaboration with regional in-service officers should organize
continuous professional development opportunities on inclusion strategies of
learners with SPED needs. The implementers of the SPED programs shall strictly
adhere to the policies, and the strong support of the stakeholders shall be
encouraged by formulating active organization spearheaded by the school head.
4. There are seven findings in the study of Edon, M. E, (2019) about Language and
Inclusive Basic Education Issues and Challenges entitled “Issues and challenges
in language-in-education policy implementation”. These issues and challenges
are: (1) Limited MTB-MLE reading materials, (2) Diversity of languages –
Meranao, Bisaya, Subanen, (3) Learners are more familiar with Filipino and
English due to social media and casual conversations, (4) Some teachers in
Maranaodominated schools cannot speak Meranao, (5) Stories written by some
teachers are unpublished and undocumented, (6) No reading material in Lanao
del Norte that teaches ethnicity, Lanao history and culture, (7) No Lanao stories
written in the mother tongues of Lanao del Norte people.
5. In the study conducted by Dash, N. (2018). Problems and Challenges of
Inclusive Education for Students with Special Needs, the results shows that the
teachers have reported lack of confidence to teach in inclusive settings, lack of
training in inclusive education, no feedback from supervising officers about what
they are doing, adapting the curriculum to the needs of special needs children,
problem of establishing linkage with special schools, lack of adequate leadership
from headmasters and problem of mobilizing the community to participate in
inclusive education programs. Some other problems faced by regular teachers
are: lack of support from colleagues, providing resource room help, lack of
parental involvement and managing behavior problems of special needs children.
Some of the important suggestions as given by respondents are: teachers should
be given adequate training on the theory and practice of inclusive education,
proper aids and equipment should be provided to the schools, parents should be
involved indecision-making process relating to inclusive education, supervising
officers should visit the school regularly and in time and community leaders
should extend their cooperation to the school.