3. SECTOR PESQUERO ARTESANAL EN ECUADOR, MANABÍ Y
3.1. Análisis del sector pesquero artesanal de la provincia de Manabí
The principals were asked to relate to the writer the process of the implementation of inclusive education in their schools. In terms of their involvement in the implementation of inclusive education, some of the principals were unprepared because they had not been given any formal instructions on this new approach of inclusive education. Most of the principals had only attended a short briefing given by the State Education Department. One principal said that he was 'dumped' into a school that was about to start an inclusive education programme. Since he did not know what inclusive
education was all about, he took the initiative to find out by reading articles. Later on, he was given the opportunity to attend seminars, which enhanced his interest and knowledge concerning inclusive education. His remarks were as follows:
3 Boleh di terima. Tetapi ada masalah tingkalaku. Kadangkala ada sebilangan pelajar
I have never had any training. I was 'dumped ' into this school with this programme and of course I found myself involved directly with such a programme. I began to show some kind of interest by reading some articles and attending seminars and that was when I met you [the researcher} in Langkawi. (Pps6)
One principal stated that he was not involved in the implementation of inclusive
education, having been transferred to the school four months previously. Nevertheless, he had obtained information on inclusive education by examining the school files and consulting special education teachers. Many of the principals had organised a short briefing on inclusive education for the traditional and special education teachers. This was conducted during a meeting of teachers. One principal stated the following:
Not a seminar in a sense of the word but we did have a brief talk, an introduction to inclusive education ... (Pps6)
Among the six principals interviewed, four of them had attended a number of
relevant seminars organised by the Ministry of Education. The seminars were held in Langkawi, Trengganu and Sabah and they were related to the introduction of inclusive education in Malaysian schools. Two principals were new to their post so they did not have the opportunity to attend seminars on inclusive education. In any case, all six principals, including those who experienced the seminars, related their involvement in inclusive education as being difficult but chal lenging.
From considering these views, the writer identified the following theme:
Theme 3: That it is important for principals to be adequately prepared for implementing inclusive education in their schools.
support to the implementation of inclusive education in her school. She was happy that the traditional and special education teachers were very cooperative. She reported that two pupils from the special education class had been placed in the inclusive education class, adding that they were able to do the academic work assigned to them. She found that one of them was making better grades than the regular pupils in the class. She had also videotaped a teacher teaching an inclusive class. The videotape was used as an aid for a presentation in an inclusive education seminar for the teachers from Datuk Peter Mojuntin Secondary School, Sabah.
From considering these views, the writer identified the following theme:
Theme 4: That support, in the form of seminars, education officers ' guidance and
opportunities for sharing ideas among practitioners, was useful in assisting principals
to implement inclusive education.
Another principal said that he found it difficult to introduce an inclusive education class because the traditional teachers were not keen. However, he had tried his best, as illustrated with the following remarks:
In August 1994, I received a letter from the Ministry of Education,
Malaysia, to attend a seminar on inclusive education in Sabah. We were
told to start inclusive education in our schools. I took the initiative and
started the programme in 1995. I have a special education teacher to help
me. But you know there was a poor response from the traditional teachers.
It was because they had not been exposed to this programme and were not
interested. Qops4)
One principal had difficulty in implementing a full-time inclusive education programme due to a shortage of teachers. He said that it was difficult to find teachers who were interested in inclusive education. His remarks were as follows:
contacted the State education officer and he told me that he was not successful as well. (pps5/
Overall results indicated that the process of implementing inclusive education had not been easy for various principals. They did not have enough teachers to teach inclusive classes. Further, many teachers were not interested in teaching children with special needs. Moreover, many children with special needs did not meet the criteria for the programme. Children with special needs, principals considered, should acquire some basic academic skills to qualify for placement in the inclusive class. One principal made his point for not having enough teachers for this programme. His remarks were as follows:
Only one teacher is involved in the inclusive education. She is alone and she needs another teacher to help her. (Pps6)
But you know there is a poor response from the teachers. Further, many teachers are against inclusive education. (Pps4)
From considering these views, the writer identified the following theme:
Theme 5: That sufficient numbers of suitably prepared teachers are important in the implementation of inclusive education. In order to meet this requirement, the education authorities should send in special education teachers to the schools.
5.4.5 Topic 5: How principals felt about inclusive education
With regard to their involvement in the implementation of inclusive education in their schools, most principals said that they were happy and proud about it. One principal
4 Sebenarnya saya cuba dengan upayanya untuk mendapat guru-guru yang muda. Saya
telah berhubung dengan pegawai labatan Pendidikan tetapi dia tidak berjaya untuk mendapat guru. (pps5)
explained that she was happy to see the involvement of teachers in inclusive education at her school. Her remarks were as follows:
I feel happy because of the involvement of the traditional teachers.
They are very willing to teach children with special needs. We didn 't
need to hire new teachers. (pps 1/
There were some principals who revealed that they were proud of their involvement but they did experience some problems. For example, when the teachers in the traditional classrooms were told about the introduction of inclusive education in the school, their reactions were negative. One principal's comments were as follows:
Very interesting and very discouraging too. Some of them, from their
reactions, looked scared, you know. They felt that, if they were to teach a
class with children with special needs, they had to do extra work. It is just
their attitude and, even after telling them what inclusive education is, quite
a number of them are still negative. I do not know why. (Pps6)
Another principal regretted that the type of children with special needs sent to his school were extremely low in academic ability. He elaborated that the students had multiple disabilities, including physical, emotional and intellectual aspects. He explained his disappointment, as follows:
I am proud of this inclusive education. But I regret that I did not get those
students who were able to master the basic academic skills, such as
writing, reading and counting. Could you imagine that these children with
special needs children could not even read! Just imagine inclusive, what
5 Saya sangat gembira atas penglibatan guru guru biasa. Mereka sanggup mengajar
kanak kanak dengan keperIuan khas ini. Kami tidak perlu mengambil guru guru baru. (ppsl)
inclusive? (pps2l
From considering these views, the writer identified the following theme: