Karen Sison Tanduyan

Master of Arts in Education Major in Special Education at the University of Perpetual Help System DALTA, Las Piňas City, Philippines

DOI : https://doi.org/10.47191/ijsshr/v8-i3-42

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ABSTRACT

This study assessed the levels and relationship of cultural awareness and sensitivity of teachers and their impact on inclusive education practices. It identified significant differences based on grade levels and academic interest but not on sex, highlighting the variability in cultural competence among educators. The findings revealed that while certain dimensions of cultural awareness, such as knowledge and open-mindedness, positively correlated with effective teaching strategies and managing challenging behavior, overall cultural competence did not significantly influence inclusive education practices. Based on these insights, a comprehensive Cultural Awareness and Sensitivity Training Program for Teachers was proposed. This program was designed to enhance teachers' cultural knowledge, empathy, communication skills, and respect for diversity through workshops, role-playing activities, and community involvement. The goal was to foster a more inclusive and supportive educational environment that addresses the diverse needs of all students.

KEYWORDS:

Cultural Awareness, Sensitivity, Inclusive Education Practices, Mainstream Classroom, Teacher Training

REFERENCES
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Volume 08 Issue 03 March 2025