Inclusive classrooms: making it work for peers of children with disability

ABSTRACT

Inclusive Education is an approach that safeguards opportunities for students with disabilities to have a shared learning experience alongside their non-disabled peers in general education classrooms. With this, the Equality and Non-Discrimination programme developed by Save the Children in the Philippines intends to increase awareness and improve attitudes of regular school-aged children enrolled in public schools regarding different disabilities. This study aims to identify the outcomes of the programme and describe factors affecting its implementation. A total of three regular school teachers and 49 students, aged 9–12 years from three cities in Metro Manila participated in the programme for eight weeks. Qualitative data were gathered through key informant interviews of the three teachers and role play of the students. Analysis using NVivo revealed factors inherent and external to the programme that can either facilitate or impede its implementation. Achievement of the intended positive outcomes to the students are elucidated in four themes: shifting lens from seeing disability to ability, module appreciation, reflection towards self, and realisation of contextual barriers. Furthermore, unintended positive outcomes to the teachers implementing the programme are evident in the four themes: knowing, to doing and valuing, teachers at the forefront, concerted efforts for inclusion, and journey with the students.

KEYWORDS:

• Disability awareness
• peers of children with disability
• inclusive education
• Philippines

Acknowledgements

The researchers would like to express gratitude to the assistance extended by Save the Children, the participants of the study, namely the principals, teachers and students of the partner schools of Save the Children for sharing their time, knowledge and experiences which would contribute to the improvement of the Equality and Non-discrimination Module. Likewise to Dianara Anna Marrie Ebe, Eliza Camile Hugo, Anna Dominique Maniebo, Patrick Rañola, Lizette Marie Rubin and Analyn Sy as valuable contributors in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Karen S. Sagun-Ongtangco is an associate in the Research Center for Social Sciences and Education in the University of Santo Tomas, and faculty of the bachelor and masters program of Occupational Therapy in the same university. She obtained her Masters degree in Rehabilitation Science from the University of the Philippines and second Masters Degree in Occupational Therapy from the University of Santo Tomas. She is an inclusion advocate and serves as consultant to programs involving persons with disability in non-government organizations and local government units.

Kim Gerald Medallon is a clinician and faculty of the bachelor of science in Occupational Therapy in the University of Santo Tomas. He acquired his Masters degree in Health Professions Education from the University of the Philippines. He is currently pursuing a Doctorate degree in Education, major in Educational Administration.

Allan James Tan is a clinician and faculty of the bachelor of science in Occupational Therapy in the University of Santo Tomas. He obtained a Master of Science in Occupational Therapy degree from the same university.