Mainstreaming Learners with Special Needs in a Regular Classroom: A Scoping Review
Kevin R. Sumayang
Visayas State University, Baybay City, Leyte, Philippines
Kaycee Celendron
Mindanao Institute, Cabadbaran City, Agusan del Norte, Philippines
Neil P. Declaro
St. Vincent Learning Center, Baybay City, Leyte, Philippines
Deodato L. Flandez Jr.
Monterico Elementary School, Baybay City, Leyte, Philippines
ABSTRACT
PAST ISSUES
This study aims to generate thorough and comprehensive review of the teacher’s perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers’ attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O’Malley’s (2005) systematically analyzed the data of the different articles conducted by various scholars. Through scrupulous and through selection of related studies, 10 articles were included in the review from 6 different countries across the globe. The articles included were conducted from 6 countries and various databases. The study highlighted that: 1) teachers have positive and negative attitudes towards mainstreaming, 2) teachers experienced various challenges in handling a mainstream classroom, and 3) learner-centered approach to learning is used in the classroom. Mainstreaming LSENs in a regular classroom has pros and cons among teachers, regular students, and the LSENs themselves. Hence, a daunting responsibility for the teachers. Nevertheless, it is imperative to support teachers by giving seminars and training, especially to those non-special education majors, to be fully equipped to handle mainstreamed classrooms.
KEYWORDS: mainstreaming, inclusive education, LSEN or learners with special needs, regular classroom
SUGGESTED CITATION:
Sumayang, K. R., Celendron, K., Declaro, N. P., & Flandez, D. L. (2022). Mainstreaming Learners with Special Needs in a Regular Classroom: A Scoping Review. Universal Journal of Educational Research, 1(3), 106-114.
BIBLIOGRAPHY
Anderson, D. (1989). The discipline and the profession. Foundations of Canadian physical education, recreation, and sports studies. Dubuque, IA: Wm. C. Brown Publishing.
Arksey, H. & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology. 8(1), 19-32. doi:10.1080/1364557032000119616
Ainscow, M. (2016). Struggles for equity in education: The selected works of Mel Ainscow. Routledge. https://www.routledge.com/Struggles-for-Equity-in-Education-Theselected-works-of-Mel-Ainscow/Ainscow/p/book/9781138100077
Avramidis E, Norwich B, 1997. Teachers' attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education 17(2): 129-147. https://www.tandfonline.com/doi/pdf/10.1080/08856250210129056
Bradshaw, K. (1998). The Integration of Children with Behavior Disorders. Australasian Journal of Special Education, 21(2): 115-113. DOI: https://doi.org/10.1017/S1030011200023903
Bunning, C. (1997). The attitude and knowledge of primary school teachers toward the hearing-impaired child in Athlone. Cape Town, UCT.
Dagli, G. & Öznacar, B. (2015). An Evaluation on Mainstreaming Practices of Primary Schools According to the Views of School. Educational Sciences: Theory & Practice. 15(5). https://files.eric.ed.gov/fulltext/EJ1101256.pdf DOI 10.12738/estp.2015.5.2823
Forlin, C. (2001). Inclusion: identifying potential stressors for regular class teachers. Educational Research. 43(3), 235-245. https://doi.org/10.1080/00131880110081017
Gula, L. P. (2022). A Scoping Review on the Implementation of Active Recreational Activities. Inspiree: Indonesian Sport Innovation Review. 3(1). Available at https://doi.org/10.53905/inspiree.v3i01.73
Harasymiw, S.J. & Home, M.D. (1975). Integration of handicapped children: its effects on teacher attitudes. Education Project Innovation. 96, 153-158
Hornby, G. (2019). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education. 42, 3-2. https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12101
Qi, J., & Ha, Amy. (2012). Inclusion in physical education: a review of literature. International Journal of Disability Development and Education. 59(3), 257–281.
Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviours in inclusive physical education. Adapted Physical Activity Quarterly, 25, 132–158.
Kozleski, E. B., Artiles, A. J. & Waitoller, F. R. (2011) ‘Introduction: equity in inclusive education: historical trajectories and theoretical commitments’, in A. J. Artiles, E. B. Kozleski and F. R. Waitoller (eds) Inclusive Education. Cambridge, MA: Harvard University Press.
Kozleski, E. B., Artiles, A. J. & Waitoller, F. R. (2011) ‘Introduction: equity in inclusive education: historical trajectories and theoretical commitments’, in A. J. Artiles, E. B. Kozleski and F. R. Waitoller (eds) Inclusive Education. Cambridge, MA: Harvard University Press.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ioannidis, J., Clarke, M., Devereaux, P., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ, 339, b2700. https://www.bmj.com/content/339/bmj.b2700
Meline, T. (2006). Selecting studies for systematic review: inclusion and exclusion criteria. Contemporary issues in communication science and disorders. 33.21–27
Muega, M. (2019). Inclusive education in the Philippines: Through the eyes of teachers, administrators, and parents of children with special needs. Social Science Diliman. 12.1
Murphy K. (2014). Teacher Attitudes Toward Inclusion Education Practices. Mount Saint University
Paliokosta, P. & Blandford, S. (2010). Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. The University of Warwick. http:// dx.doi.org/10.1111/j.1467-9604.2010.01464.x
Pijil, S.J.; Meijier, C.J.W.; Hegarty, S. (Eds.) (1997). Inclusive education: A glob alagenda. London: Routledge
Rakholile, Mookho. (2021). The difficulties that teachers experience related to teaching in inclusive classroom settings. http://dspace.nwu.ac.za/bitstream/handle/10394/2538/rakholile_mookhoe.pdf;sequence=1
Sarip, N. A. & Dela Cruz. M. (2022). Technological Devices: Boon or Bane? Universal Journal of Educational Research. 1(2), 27-34. Available at https://www.ujer.org/13
Senate of the Philippines. (2011, October). Senate Bill No. 3002. Special Education Act. https://www.senate.gov.ph
Shoket, M. (2014). Research problem: identification and formulation. International Journal of Research (IJR) Vol-1, Issue-4. Retrieved: https://www.academia.edu/8227326/Research_Problem_Identification_and_Formulation. Accessed 11 September 2021
Slee, R. (2011) The Irregular School: exclusion, schooling and inclusive education. London: Routledge.
Smith, P. (2010) ‘Whatever happened to inclusion? The place of students with intellectual disabilities in general education classrooms’, in P. Smith (ed.) Whatever Happened to Inclusion? New York: Peter Lang
UNESCO (2015). World Education Forum 2015. Ministry of Education, Republic of Korea. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/W EF_report_E.pdf
1(2)
1(1)
Indexed in
Plagiarism scanned by
UJER is open access and always free
