Graduate Students’ Perception on their Competence and the Benefits of Inclusive Education

Abstract

Inclusive education has gained significant attention as a means to foster equitable and accessible learning environments for students with diverse backgrounds abilities. This study adopted a descriptive-correlational approach to assessed the perceived competence of the Graduate Students’ and the advantages of inclusion for Learners with and without Special Educational Needs to provide equal opportunities for all regardless of their abilities or disabilities. There were 102 respondents in the Graduate Students’ Education for Masters in Special Education responded to the survey questionnaires that evaluated their perceptions of their own competency and the advantages of inclusive education. The results aim to explore graduate students' perceptions regarding their competence in inclusive education and the perceived advantages associated with this educational approach. It can be concluded that the both Graduate Students’ Competence and Benefits of Inclusion to Learners without Special Educational Needs, and Graduate Students’ Competence and Benefits of Inclusion to Learners with Special Educational Needs (LSENs) is highly beneficial to both type of learners. They believed they were very competent and asserted in handling both Learners with Special Educational Needs and Learners without Special Educational Needs. Additionally, the advantages of inclusive education for Learners with Special Educational Needs and Learners without Special Educational Needs are strongly correlated with their perceived competence.