Abstract
This descriptive study assessed the insights and challenges of non-teaching, teaching, and administration of the University of Makati in managing learners with special educational needs (LSEN) at the tertiary educational level. From the thirty (35) respondents, the biggest challenge was a lack of teacher competency in managing inclusive classrooms, as the teacher has insufficient experience with inclusion settings. Another major challenge was the lack of proper communication with parents and discussion of the overall needs of students in the social, academic, behavioral, and health areas. This highlighted the need for better communication between parents and the school and improved record-keeping by teachers and administrative staff responsible for identifying, assessing, and placing LSEN. The findings also revealed that many participants recognized the importance of including LSEN in decisions about their educational needs and adjusting the curriculum for inclusivity. However, staff cited the difficulty in providing equal attention to LSEN and other students and addressing the issue of difficult access to school facilities. Although the University has taken steps to make physical spaces more accessible, there is still a need to improve to ensure that the support offered truly addresses the varied needs of all learners. Recommendations emphasize the need for professional development, enhanced parental engagement, and systemic efforts to align policy with practice in creating an inclusive and accessible educational environment.
Author Information
Mary Argie Lyn Soriano, University of Makati, Philippines
Paper Information
Conference: ACEID2025
Stream: Education & Difference: Gifted Education
This paper is part of the ACEID2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress