Perspective & Practices of the 21st Century Skills in Inclusive Education

This study described the perspectives and practices of Inclusive Education (IE) among State Universities and Colleges. The descriptive method of research was used in the study. The validated questionnaire was the instrument used to gather data from the members of the faculty from the College of Teacher Education (CTE). The Inclusive Education (IE are usually early adult female faculty; one to ten years in service, instructors, with Doctor of Education or Philosophy of Education units/degree; have attended seminars and are members of at least one to three professional organizations related to Inclusive Education. The inclusive educators’ teacher preparation and competence; facilities and learning materials; teaching-learning strategies, and academic policies on inclusive education were moderately practiced. Young instructors had significantly higher extent of practiced of Inclusive Education than older teachers. The 21st Century Skills in IE is fairly practiced along learning and innovative skills; information, media and technology; effective communication and life/career skills. Furthermore, faculty members have high perspectives of inclusive education along the 21st century skills. The teachers in the SUCs encountered serious problems in the practice of Inclusive Education. This study recommends that inclusive educators attend seminars to prepare them to be competent in designing facilities and learning materials to support varied teaching-learning strategies to accommodate Students with Special Needs. The 21st century skills should be highly practiced in the classrooms. And SUCs allocate more funds to solve serious problems in implementing inclusive education.

Keywords: Inclusive Education, Skills, Practices, Perspectives, Student with Special Needs