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RATING SCALE FOR TEACHERS

KNOWLEDGE OF INCLUSION

This refers to your awareness and familiarity of inclusion; its history, legal and philosophical
background and educational implications.

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1. Inclusions involves changes in philosophy, curriculum, structured
organization and teaching strategy.
2. Inclusion means classroom communities that embraces diversity and
differences among students.
3. Inclusion is a means of providing all students, with or without special
needs, appropriate educational programs.
4. Inclusive education is very important and necessary for social
development of students with special needs.
5. Inclusion can reduces fears of human differences and increases comfort
to the learners with (SENS)

EDUCATIONAL PREPARATION

This refers to your education in the field of inclusion, including but not limited to your
undergraduate or bachelor’s degree, graduate studies, training and seminars attended and actual
hands-on experience.

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1. I have bachelor’s degree in Special Education.
2. I have earned units in master of education in SPED.
3. I have attended seminars/ conferences related to inclusion of learners
with special education needs.
4. I am familiar with the different categories of disabilities and their
characteristics.
5. I can use various techniques of behavior change.
6. I am well-informed on educational materials for learners with special
education needs.
INSTRUCTIONAL COMPETENCIES

This refers to your proficiency in teaching children with SENS, Specifically in terms of curriculum
implementation, teaching strategies, assessment skills, and the like.

As a teacher of learners with special needs, I am capable of the following:

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1. Informally assessing the skills of students rather than relying solely on
standardized curriculum.
2. Determining how to modify home assignments for students.
3. Adapting materials and re-writing objectives to a child’s specific needs.
4. Using a variety of instructional strategies effectively.
5. Providing more activity based teaching rather than seat-based teaching.
6. Designing classroom activities so that all students can participate.

BEHAVIOR MANAGEMENT

This denotes your skills proficiency in handling SEN children’s behavior inside and outside of the
classroom, particularly your efficiency in behavior management techniques.

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1. I can apply a variety of effectiveness behavior management techniques
that are appropriate in class.
2. I use effective teaching procedures to include social skills in curricular
activities.
3. I teach ways to increase an individual’s self-awareness, self-control, self-
reliance and self-confidence.
4. Implement instructional programs that provide opportunities for
enhancing learner’s social development.
5. I modify learning environments (e.g., schedule, physical arrangement) to
promote appropriate behaviors.

Readiness of Public Elementary School Educators in Inclusive Education

Farrah Mae Chil Castro

March 2009