PREDICTORS OF NON-SPECIAL EDUCATION TEACHERS’ PROFESSIONAL DEVELOPMENT AND READINESS IN HANDLING LEARNERS WITH AUTISM SPECTRUM DISORDER (ASD)

Authors

  • Marijo M. Lopez Special Education Teacher, Bangued West Central School, Abra Special Education Center, Bangued, Abra, 2800, Philippines
  • Andrian A. Dela Cruz Faculty, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines

DOI:

https://doi.org/10.46827/ejse.v10i6.5591

Keywords:

Autism Spectrum Disorder (ASD), development, non-special education teachers, readiness

Abstract

This descriptive-correlational study described the relationship between the non-special education (non-SpEd) teachers’ profile, level of professional development, and level of readiness in handling learners with autism spectrum disorder (ASD) in inclusive education (IE). The study participants were 20 non-Sped teachers in the Schools Division of Abra. This study used a survey questionnaire adapted from dela Cruz (2020), Gepila (2020) and Aldabas (2020) to gather the data. Frequency, percentage distribution, mean, Pearson’s r correlation, and regression analysis were used to treat the data. Findings reveal that most of the non-SpEd teachers have master's units, are Teacher III, have 5 to 9 years of teaching experience, and have six to eight SpEd-related seminars/trainings. Likewise, the non-SpEd teachers are highly proficient (2.55) in terms of their professional development. Additionally, the study reveals that the non-SpEd teachers are slightly ready (2.00) in handling learners with ASD. Moreover, the analysis reveals a significant correlation between the teachers’ profile and professional development. Further, the study reveals that there exists a significant correlation between the teachers' readiness to handle learners with ASD in IE and their teaching position. Lastly, the analysis revealed that years in service significantly predict the teachers' professional development, while teaching position significantly predicts their readiness in IE.

 

Article visualizations:

Hit counter

Author Biographies

  • Marijo M. Lopez, Special Education Teacher, Bangued West Central School, Abra Special Education Center, Bangued, Abra, 2800, Philippines

    Marijo M. Lopez is a special education teacher at Bangued West Central School—Abra Special Education Center, where she handles children enrolled in self-contained classes. She holds a master's degree in special education from Mariano Marcos State University and is currently pursuing her doctorate degree in educational management at Ilocos Sur Polytechnic State College. 

  • Andrian A. Dela Cruz, Faculty, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines

    Dr. Andrian A. Dela Cruz holds the academic rank of Assistant Professor at the Mariano Marcos State University where he teaches major and allied subjects in the Early Childhood and Special Needs Education Department. Likewise, he is an Associate Member of the National Research Council of the Philippines (NRCP) Division 1: Governmental, Educational, and International Policies. He published his research articles focusing on children’s behavior, teachers’s personality traits, professional development and self-efficacy, pre-service teachers’ career readiness, and inclusive education in international peer-reviewed, Scopus Index and ASEAN Citation Index journals.

References

AbdulRab, H. (2023). Teacher professional development in the 21st century. African Journal of Education and Practice, 9(4), 39-50. Retrieved from http://dx.doi.org/10.47604/ajep.2237

Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teacher's perspective. Southeast Asia Early Childhood, 10(1), 37-49. https://doi.org/10.37134/saecj.vol10.1.4.2021

Aldabas, R. (2020). Special education teachers’ perceptions of their preparedness to teach students with severe disabilities in inclusive classrooms: A Saudi Arabian perspective. Sage Open, 10(3), https://doi.org/10.1177/2158244020950657.

Alido, A. P., Ancheta, R. A., Asean, P. E., Manalastas, R., Reyes, N. R. T. D., Sitoy, R. E., & Padillo, G. G. (2023). Receiving teachers ‘preparedness in handling students with special educational needs in the junior high school level. Russian Law Journal, 11(3), 2850-2872. Retrieved from https://www.researchgate.net/publication/372232746_Receiving_Teachers'_Preparedness_in_Handling_Students_with_Special_Educational_Needs_in_the_Junior_High_School_Level

Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in Psychology, 13, 873248. https://doi.org/10.3389%2Ffpsyg.2022.873248

Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teacher's perspective. Southeast Asia Early Childhood, 10(1), 37-49. Retrieved from https://files.eric.ed.gov/fulltext/EJ1296259.pdf

Anagün, S. S. (2018). Teachers' perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840. Retrieved from https://eric.ed.gov/?id=EJ1191700

Ancho, I. V. (2021). Andragogical experiences of Filipino graduate students in a Korean language class. Bicol University R & D Journal, 22(1). Retrieved from https://ideas.repec.org/a/amm/journl/v24y2021i1p9-18.html

Arpilleda, D. & Jondy, M. (2018). Professional profile as correlates of teachers’ teaching styles. Asian Journal of Multidisciplinary Studies, 6(10). http://dx.doi.org/10.2139/ssrn.3263383

Ashburner, J., Ziviani, J., & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorder, 4(1), 18–27. Retrieved from https://psycnet.apa.org/doi/10.1016/j.rasd.2009.07.002

Benthum, N., Gulikers, J. T. M., de Jong, F., & Mulder, M. (2012). A theory of improvement for teachers' professional development in assessment for learning. Journal of Crop Improvement. Retrieved from https://www.researchgate.net/publication/239846973_A_theory_of_improvement_for_teachers'_professional_development_in_assessment_for_learning

Centers for Disease Control and Prevention. (2020). Screening and diagnosis of autism spectrum disorder. Retrieved from https://www.cdc.gov/ncbddd/autism/screening.html

Chia, N. K. H., & Kee, N. K. N. (2013). An integrated teaching-learning framework for special education in Singapore. Academic Research International, 4(2), 416. Retrieved from https://www.researchgate.net/publication/235696749_An_Integrated_Teaching-Learning_Framework_for_Special_Education_in_Singapore

Dagdag, H. (2023). Teachers’ Professional Development and Personality Traits: Basis for a career path model [Unpublished Dissertation].

Dela Cruz, A. (2020). Direct and indirect factors affecting teachers’ burnout in the new normal. Recoletos Multidisciplinary Research Journal, 8(2), 75-86. Retrieved from http://dx.doi.org/10.32871/rmrj2008.02.06

Demirkasmolu, N. (2010). Defining teacher professionalism from different perspectives. Procedia Behavioral and Social Sciences, 9, 2047-2051. Retrieved from http://dx.doi.org/10.1016/j.sbspro.2010.12.444

Department of Education (2008). Order No. 53, s.. Maximization of Trained Teachers and Administrators in Special Education. Retrieved from https://www.deped.gov.ph/2008/07/05/do-53-s-2008-maximization-of-trained-teachers-and-administrators-in-special-education/

Department of Education (2020). Order No. 001, s. Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teachers and School Leaders. Retrieved from https://www.deped.gov.ph/2020/01/23/january-23-2020-do-001-s-2020-guidelines-for-neap-recognition-of-professional-development-programs-and-courses-for-teachers-and-school-leaders/

Edward, C. (2021). Teacher perception of preparedness for teaching students with autism spectrum disorder in mainstream classrooms [Unpublished Doctorate Dissertation Nova Southeastern University]. https://nsuworks.nova.edu/fse_etd/312.

Elton-Chalcraft, S., Cammack, P., & Harrison, L. (2016). Segregation, integration, inclusion and effective provision: A case study of perspectives from special educational needs children, parents and teachers in Bangalore India. International journal of Special Education, 31(1), pp 2 - 9. Retrieved from https://eric.ed.gov/?id=EJ1099934

Gepila Jr, E. (2020). Assessing teachers using Philippine standards for teachers. Universal Journal of Educational Research, 8(3), 739-746. Retrieved from http://dx.doi.org/10.13189/ujer.2020.080302

Goldstein, P., Warde, B., & Rody, C. (2013). Students with disabilities in general education classrooms: Implications for teacher preparation programs. Teacher Education and Practice, 26, 554–568. Retrieved from https://eric.ed.gov/?id=EJ1044968

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Retrieved from https://www.routledge.com/Visible-Learning-A-Synthesis-of-Over-800-Meta-Analyses-Relating-to-Achievement/Hattie/p/book/9780415476188

Hustyi, K. M., Ryan, A. H., & Hall, S. S. (2023). A scoping review of behavioral interventions for promoting social gaze in individuals with autism spectrum disorder and other developmental disabilities. Research in Autism Spectrum Disorders, 100, 102074. Retrieved from https://doi.org/10.1016/j.rasd.2022.102074

Ingersoll, R. M., & Perda, D. (2008). The status of teaching as a profession. Schools and society: A sociological approach to education. SAGE Publication, 3, 106-118. Retrieved from https://www.gse.upenn.edu/pdf/rmi/SSSAE-RMI-2008.pdf

Kahn, S. (2023). Special needs and talents in science learning. In Handbook of Research on Science Education (pp. 325-358). Routledge. Retrieved from https://www.routledge.com/Handbook-of-Research-on-Science-Education/Abell-Lederman/p/book/9780805847147

Kartini, A., & Aprilia, I. D. (2022). Challenges and opportunities for regular teachers in the implementation of assessments for students with special needs in inclusive education provider school. Journal of Education for Sustainability and Diversity, 1(1), 29-38. https://doi.org/10.57142/jesd.v1i1.4

Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Teaching_Experience_Report_June_2016.pdf

Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of including children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development, and Education, 60, 347–362. Retrieved from https://doi.org/10.1080/1034912X.2013.846470

Liu, J. (2021). Cognitive returns to having better educated teachers: Evidence from the China education panel survey. Journal of Intelligence, 9(4), 60. Retrieved from https://doi.org/10.3390/jintelligence9040060

Montaque, I., R. Dallos, & B. McKenzie. (2018). It feels like something difficult is coming back to haunt me: An exploration of ‘meltdowns’ associated with autistic spectrum disorder from a parental perspective. Clinical Child Psychology and Psychiatry, 23 (1), 125–39. Retrieved from https://doi.org/10.1177/1359104517730114

Neupane, N. R., & Niure, D. P. (2023). Special Education Teachers' Knowledge on Inclusive Education Provision in Nepal. ILAM इलम, 19(1), 83–98. Retrieved from https://doi.org/10.3126/ilam.v19i1.58597

Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development activities and teacher performance. International Journal of Education and Practice, 9(3), 497-506. Retrieved from http://dx.doi.org/10.18488/journal.61.2021.93.497.506

Salivio, J. P. (2019). Effects of Teachers Academic Rank and the Academic Performance of Grade Vi Pupils in Science; A Basis for Teachers Academic Rank Enhancement Model. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2O).

Schalkwyk, G., & Volkmar, F. (2017). Autism spectrum disorders: Challenges and opportunities for transition to adulthood. Child Adolesc Psychiatr Clin, 26(2), 329-339. Retrieved from https://doi.org/10.1016/j.chc.2016.12.013

Sharma, U., Sokal, L., Wang, M., & Loreman, T. (2021). Measuring the use of inclusive practices among pre-service educators: A multi-national study. Teaching and Teacher Education, 107, 103506. Retrieved from https://researchmgt.monash.edu/ws/portalfiles/portal/360299000/352242442_oa.pdf

Steinert, Y., O’Sullivan, P. S., & Irby, D. M. (2019). Strengthening teachers’ professional identities through faculty development. Academic Medicine, 94(7), 963-968. Retrieved from https://doi.org/10.1097/acm.0000000000002695

Stromquist, N. P. (2020). The global status of teachers and the teaching profession. Education InternationalResearch. https://www.researchgate.net/publication/329950145_Education_International_Research_The_Global_Status_of_Teachers_and_the_Teaching_Profession_The_Global_Status_of_Teachers_and_the_Teaching_Profession_Education_International_Research_Education_Internat

Suarez, E. S. (2022). Why do I do what I do? and for what and for whom? An autoethnography of a music educator-adult learner. Philippine Social Science Journal, 5(3), 21-32

Suryanti, S., Sutaji, D., & Nusantara, T. (2021). An assessment of teachers’ readiness for online teaching. Journal of Physics: Conference Series, 1933(1), Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1933/1/012117/pdf

Swift, J. R. (2018). Autism spectrum disorders (ASD) and inclusion: an exploration of learning facilitators’ experiences in mainstream schools [Unpublished Master’s Thesis]. University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/items/b465d2ce-334e-471a-9892-267f0db8d9a2

Symeonidis, V. (2015). The status of teachers and the teaching profession. Education International Research Institute. https://www.researchgate.net/publication/305947470_The_Status_of_Teachers_and_the_Teaching_Profession_A_study_of_education_unions'_perspectives

Ulla, M. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810. Retrieved from https://www.semanticscholar.org/paper/Benefits-and-challenges-of-doing-research%3A-from-Ulla/32d18929886db9d83f75e0acc5d95de1797953b6

United Nations Educational, Scientific and Cultural Organization. (2020). Inclusive teaching: Preparing all teachers to teach all students. Global Education Monitoring Report Policy, 43. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374447

Utami, P., & Vioreza, N. (2021). Teacher work productivity in senior high school. International Journal of Instruction 14(1), 599-614. http://dx.doi.org/10.29333/iji.2021.14136a

Utemov, V., & Gorbushina, A. (2021). Psychological Preparedness of university teachers to work in inclusion. European Proceedings of Social and Behavioural Sciences, 333-348. https://www.europeanproceedings.com/article/10.15405/epsbs.2021.07.02.40

Valdez, D. (2023). Competency-based teachers’ program for non-early childhood education graduates [Unpublished Master’s Thesis]. Mariano Marcos State University.

Werang, B. R., Lewaherilla, E. D., & Irianto, O. (2017). The effect of teachers’ socioeconomic status on elementary schools’ life in Indonesia: An empirical study in the elementary schools of Merauke district, Papua. International Journal of Research Studies in Management, 6(1), 23-37. http://dx.doi.org/10.5861/ijrsm.2017.1657

World Health Organization. (2011). World report on disability. http://apps.who.int/iris/bitstream/10665/70670lI/WHO_NMH_VIP_11.O1 eng.pdf

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://psycnet.apa.org/doi/10.1016/j.tate.2022.103800

Zainalabidin, N., & Ma’rof, A. M. (2021). Predicting the roles of attitudes and self-efficacy in readiness towards implementation of inclusive education among primary school teachers. Asian Social Science, 17(11), 91. http://dx.doi.org/10.5539/ass.v17n11p91

Zhao, M., & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism. BioMed Research International, 107, 1-13. https://doi.org/10.1155/2018/1825046

Downloads

Published

2024-09-19

Issue

Vol. 10 No. 6 (2024)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).