Melissa S. Acenas^1,, Sol J. Dalonos¹

The study was carried out with the main purpose of developing and enhancing the general education teachers’ knowledge and skills on special education for the proper implementation of inclusive education. This study was conducted on 25 teachers of Kinoguitan Central School. Data were gathered by using three (3) essential tools: demographic information survey, test and evaluation form. Collected data sets were tallied, summarized and analyzed through descriptive statistics. The results revealed that 100% of the teacher-participants have very limited knowledge and skills on special education; resulting in the negligence of proper implementation of Inclusive Education. However, with the use of the training program as an intervention, the teacher-participants’ knowledge and skills have developed. The scores of the teacher-participants on the posttest have significantly improved. From 11.96 as the average score in the pretest, it has increased to 27.88 in the posttest. Furthermore, the evaluation results of the training program obtained a total of 4.67, 4.56 and 4.60 ratings in the three (3) criteria: content & organization, trainer and instructional materials used respectively. The findings indicated that the teachers’ knowledge and skills on Special Education after the training have improved. Given the increased average score on the posttest as an indicator that a training program can help the teachers improve their knowledge and skills on special education for the proper implementation of inclusive education, it is necessary to encourage and support any training programs that would aid in bridging the gap between special education and inclusive education.

special education, inclusive education, knowledge & skills