A Research Of How Successfully Teachers And Educational Educators Display Their Skill In The Curriculum, Including An Analysis Of The Tactics They Need And The Content Areas They Address
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Abstract
Curriculum development and school improvement greatly benefit from teacher feedback. An effective curriculum is one that accurately reflects the program's guiding principles, learning outcomes, learning experiences, pedagogical tools, and summative evaluations. It may be topic-specific, providing either a basic or more detailed outline of what students might anticipate. The tool must be practical, helping educators create the unique plans, procedures, and resources their students need to thrive. The study's overarching goal was to ascertain whether elementary school instructors in the District of Bay had a sufficient understanding of inclusive education and its relationship to the academic success of students with disabilities. The purpose of this study was to investigate whether there is a correlation between teachers' familiarity with inclusive education practises and their students' performance on formative and summative assessments. Participants in this study are special education and inclusive classroom teachers in the Bay Area and Laguna Division. The statistical analysis makes use of the R-value, p-value, mean %, and frequency. The study's goals were to determine the typical respondent's demographic profile, as well as their level of knowledge, competence, and attitude about inclusive education and the academic achievement of students with special needs as measured by formative and summative assessments. The results of the research show a strong connection between the respondents' knowledge and their attitudes towards inclusive education. The theory is therefore disproved. The study's results and recommendations stress the need of giving schools that use inclusive education hiring preference for candidates who have worked with kids with special needs. The administration of the school should fund additional trainings for regular educators who are responsible for educating students with special needs. The local town education committee, parents, instructors, and the school all need to work together to solve the problems associated with inclusive education.