Professional characteristics and level of competence of receiving teachers on mainstreaming

Sammy Boy Guzman
2021 International Journal of Research Studies in Education  
This descriptive method of study aimed to determine the Professional Characteristics and Level of Competence of Receiving Teachers on Mainstreaming. Results indicated that: (1) Receiving teachers were composed of baccalaureate and master's degree holders. Receiving teachers do not have a long-time experience in teaching children with special needs. Majority of the receiving teachers have no trainings/ workshops related to special education. They are also lacking of course in college related to
more » ... ducating children with special needs; (2) Receiving teachers perceived themselves proficient in the three areas including development and characteristics of learners, assessment and curriculum, and collaboration with parents and other professionals. Experts perceived that receiving teachers are competent in the areas of development and characteristics of learners, and assessment and curriculum. However, receiving teachers were proficient with the area of collaboration with parents and other professionals; (3) Significant relationships were identified between the educational attainment, number of years in teaching children with special needs, and number of special education trainings and workshops attended, to the receiving teachers' level of competence. Meanwhile, there is no significant relationship that existed between the number of courses taken in college related to educating children with special needs and receiving teachers' level of competence; (4) Significant differences exist between the receiving teachers' self-assessment and experts' assessment in all areas of receiving teachers' competence on mainstreaming. Receiving teachers overestimated their performance and they perceived it higher than the experts. Professional characteristics and level of competence of receiving teachers on mainstreaming International Journal of Research Studies in Education 45 Education (AACTE) and the National Center for Learning Disabilities (NCLD) discussed the policy that lays out five components of a vision for the future and identifies opportunities to support teacher education reform: 1.) All teachers are prepared to act on the belief that all students, including students with disabilities, belong in general education classrooms. 2.) All teachers are prepared to treat all students, including students with disabilities, as capable learners who are entitled to high-quality instruction and access to challenging content that fully prepares them for careers and postsecondary education. 3.) All teacher candidates complete their initial preparation with the knowledge and skills necessary to successfully enter the profession and meet the instructional needs of students with disabilities. 4.) State and federal policy invest in high-quality teacher preparation for all candidates, while assuring that every new teacher is qualified with demonstrated skill to educate students with disabilities. 5.) All providers of teacher education embrace preparation for diverse learners as a core component of their mission, prioritizing it, strengthening it, and funding it accordingly. Professional characteristics and level of competence of receiving teachers on mainstreaming International Journal of Research Studies in Education 57 exceptional. Similarly, the study of Bruster (2014) highlighted the pivotal role of receiving teachers as communicators and collaborators with other professions who were involved in educating students with special needs. The experts perceived that receiving teachers were proficient in three (3) items including: supports to colleagues, collaborative and consultative relationships with other professionals, and served as resource person, which rendered means of 4.22, 4.19, and 3.97. While the remaining six (6) items regarding engagement in professional activities and collaboration with school personnel for non-biased, meaningful assessment and decision making, transitions across settings, works as an effective member of instructional team, encourages families to become active, and participates in identification, diagnosis, placement and services, which yielded means of 3.46, 3.49, 3.43, 3.43, 3.49, and 3.38, with verbal interpretation of competent. An over-all mean of 3.67 suggests that receiving teachers as perceived by the experts are proficient.
doi:10.5861/ijrse.2021.620 fatcat:gjmihxzpuzgnvhisbw2gh3oggy