Professional Documents
Culture Documents
Chapter 1
THE PROBLEM
programs and lessons are designed so that all children can participate and learn.
actively involve all children. It also means finding ways to develop friendships,
relationships and mutual respect between all children, and between children and
teachers in the school. Inclusive education is not just for some children. Being
included is not something that a child must be ready for. All children are at all
times ready to attend regular schools and classrooms. Their participation is not
how to be creative to make our schools a place where all children can participate.
their lessons so that all children can be involved. As a value, inclusive education
reflects the expectation that we want all of our children to be appreciated and
accepted throughout life. Inclusive education means that all children are
children cannot leave the classroom for specific reasons. For example, a child
may require one-on-one assistance in a particular subject. This may or may not
be happening during regular class time. Once schools are inclusive, serious
thought is given to how often a child may be out of regular classroom and the
2
reasons that this may be happening It does not mean that children with certain
characteristics (for example, those who have disabilities) are grouped together in
Inclusive systems provide a better quality education for all children and
for a child’s first relationship with the world outside their families, enabling the
grow when students of diverse abilities and backgrounds play, socialize, and
who need special attention; inclusive schools that provide supportive, context-
at times, but ultimately this journey can strengthen a school community and
benefit all children. "Inclusion" does not simply mean the placement of students
fundamental change in the way a school community supports and addresses the
not only benefit students with disabilities, but also create an environment in which
3
every student, including those who do not have disabilities, has the opportunity to
flourish. There are ways in which inclusive educational practices build a school's
learners are alike, and so inclusive schools place great importance on creating
this enhances the way in which educators provide supports and accommodations
for students with disabilities, but it also diversifies the educational experience of
all students.
academic supports (flexible pacing and grouping, reading and literacy specialists,
immediately clear how these supports help students with disabilities but inclusive
schools can also better challenge and engage gifted and talented learners by
when those students feel that they are truly a part of the school community. This
respect for people of all backgrounds and abilities. In inclusive schools, the
where students and their families are valued for who they are.
with disabilities for the purpose of specialized instruction. Not only does that
of interaction with their peers and full access to the curriculum, it can also involve
duplicate systems and resources that are costly for schools to maintain.
There are laws asserting the right to education on the basis of equality of
opportunity for every child. These laws also emphasizes that this must be
provided in inclusive systems at all levels. It explicitly requires that children with
disabilities are not excluded from the general education system on the basis of
disability. They are entitled to inclusive, free and quality education on an equal
basis with others in the communities in which they live. The Committee on the
Rights of Persons with Disabilities has stressed that “...it is the entire process of
inclusive education that must be accessible, not just buildings, but all information
5
inclusion and guarantees their equality in the entire process of their education.
system – not just an add-on. Inclusive education needs to be seen as one part of
the wider goal of making society more just and less discriminatory for all
her or his needs and rights. Consequently, legislation across all public sectors
and accountability are explicit. This will support government at the national and
local levels to work towards a common approach and be held accountable for
ensuring its implementation for every child. Thus, for example, provisions such
as special education laws that establish separation among students with and
rather than creating an adaptive and inclusive education system, will need
6
revision. Additional policy changes might be required to policies relating to, for
regimes.
In this present study the researcher aimed to find out the level of
b. age;
c. sex;
d. civil status;
schools along;
7
Research Hypotheses
II. Specially, inclusive teachers in public elementary school for S.Y 2019 - 2020
8
The profile of the respondents are in terms of age, sex, civil status, highest
attended.
Learners. The ultimate beneficiaries of this study are the learners. They
are the focus in the teaching – learning process. All changes to improve the
achievement and performance. This will also serve as a blue print for inclusive
Teachers. The ideas gained from this study could help them in their
Research Enthusiasts. This research will be a great help for the future
researchers. It will serve as their reference and guide on their research towards a
Definition of Terms
The following terms are defined lexically and operationally as they are
students learning side by side in the same classroom. They enjoy field trips and
student brings to the classroom. In a truly inclusive setting, every child feels safe
and has a sense of belonging. Students and their parents participate in setting
learning goals and take part in decisions that affect them. And school staff have
umbrella term which incorporates all the duties within a classroom that a teacher
10
must enforce to keep the class running smoothly and with minimal disruptive
behaviors.
teaching and learning practice which aims to improve access and successful
learning that are designed to actively engage, include, and challenge all
students. The practice of inclusive teaching can also help teachers broaden and
accomplish in teaching.
schools.
designed to confirm what students know, demonstrate whether or not they have
Chapter 2
This chapter presents the summary of related literature and studies that
guided the researcher in this study. These will give insights in developing a clear
RELATED LITERATURE
Inclusive Education
may have, are placed in age-appropriate general education classes that are in
and supports that enable them to meet success in the core curriculum. The
school and classroom operate on the premise that students with disabilities are
students can be full participants in their classrooms and in the local school
their education in the least restrictive environment (LRE). This means they are
with their peers without disabilities to the maximum degree possible, with general
include the physical, cognitive, academic, social, and emotional. This is not to
speech or occupational therapy. But the goal is this should be the exception. The
and supported in their efforts. It’s also critically important the adults are
supported, too. This includes the regular education teacher and the special
education teacher as well as all other staff and faculty who are key stakeholders;
there is so much research-based evidence around the benefits. Simply put, both
students with and without disabilities learn more. Many studies over the past
three decades have found that students with disabilities have higher achievement
and improved skills through inclusive education, and their peers without
challenges benefit, too. For learners with special needs, this includes academic
gains in literacy (reading and writing), math, and social studies—both in grades
and on standardized tests, better communication skills, and improved social skills
and more friendships. More time in the general classroom for learners with
special needs is also associated with fewer absences and referrals for disruptive
14
behavior. This could be related to findings about attitude in that they have higher
self-concept, they like school and their teachers more, and are more motivated
For their peers without disabilities, they also show more positive attitudes
in these same areas when in inclusive classrooms. They make greater academic
gains in reading and math. Research shows the presence of learners with special
needs gives non- learners with special needs new kinds of learning opportunities.
take into greater consideration their diverse learners, they provide instruction in a
concerns and potential pitfalls that might make instruction less effective in
inclusion classrooms. But findings show this is not the case. Neither instructional
time nor how much time students are engaged differs between inclusive and non-
little to no awareness that there even are students with disabilities in their
had either neutral of negative attitudes about inclusive. It turns out that much of
this is because they do not feel they are very knowledgeable, competent, or
but positive attitudes toward inclusion are also among the most important for
creating an inclusive classroom that works. Of course, a modest blog article like
this is only going to give the highlights of what have been found to be effective
training.
All students need the opportunity to have learning experiences in line with
the same learning goals. This will necessitate thinking about what supports
individual learners with special needs, but overall strategies are making sure all
students hear instructions, that they do indeed start activities, that all students
participate in large group instruction, and that students transition in and out of the
classroom at the same time. For this latter, not only will it keep students on track
with the lessons, their non- learners with special needs peers do not see them
leaving or entering in the middle of lessons to be pulled out, which can really
Apply universal design for learning. These are methods that are varied
and that support many learners’ needs. They include multiple ways of
16
modifications for learners with special needs where they have large print, use
headphones, are allowed to have a peer write their dictated response, draw a
picture instead, use calculators, or just have extra time. Think too about the
learning environments more frequently than in the past. For general educators
with a limited special education background, this can often be anxiety provoking
and stressful. Every teacher wants to provide the best instruction and education
for her students. As a special education teacher for the past ten years, my job
students with special needs. I work with them to ensure that all students have the
grow and learn as an educator. There are strategies that have been successful
notice that a student with a specific plan is entering your class, it’s important to
17
connect with that student’s case manager. For a student with a plan, that is
usually the school counselor; for a student with an IEP it’s either the Special
of the IEP, often referred to as the “IEP at a Glance” form. This will detail the
needs is preferential seating. This doesn’t always mean in the front row of the
classroom right next to the teacher’s desk. There are many instances where
seating a student in the front row can be catastrophic. Most of the rooms are
much more than one of the hottest buzzwords circulating around education
circles. It’s an approach to curriculum planning and mapping that makes learning
engaging and accessible to a wider range of learners with different strengths and
it calls for teaching to utilize multiple modalities, and for students to respond to
importance of UDL realize that we all learn and express ourselves in different
ways, and that in order to assess skills we need to be allowed to use our
Support Important Life Skills. As a seasoned educator, when you hear the
term “life skills”, often think of tasks that are performed by our more severely
When you do this, many who lack very necessary skills they need in order to be
mainstream students cannot perform the following simple tasks: telling time from
an analog clock, writing a simple letter, signing their name in cursive, and note
teaching looks differently depending on what school, level, and setting you are
professional development time is often set aside for teachers to plan together.
better suit diverse students’ needs. With students’ and specialists’ input, create a
the lunchroom. Kids with special needs thrive in the presence of their peers.
There are so many lessons that children with special needs can learn from other
disorder and other learning disabilities, such as ADHD, perform better, both
personalized teaching strategies for the special needs student are implemented.
The following tips will help you create a learning environment that will help
Children of all abilities seek the same things: to learn, have friends, feel
valued, and experience success. When the demands of a child’s environment are
misaligned with his or her social and emotional skills, frustrating and disruptive
have a learning disability, or simply don’t yet have the tools to control their
outbursts—the adults in their lives need to help children align their behaviors with
their aspirations.
20
settings for both students with challenges and their typically developing peers.
adequately prepared and must shift their practices to meet all students’ social
As educators work to reach students of all abilities, here are a few tools to
keep in mind that Ramapo for Children uses and teaches to facilitate an inclusive
emotional demands of the classroom environment are too much for a student. To
help remove students from an escalating situation and give them the space and
time to cool down, create a place where a student can go to escape the stress of
his or her current environment and regain control. This space may begin as a
challenging for all students, especially those with lagging social and emotional
skills, and transitions are often the time when the most disruptive behavior
occurs. Be proactive: Engage students in an activity as they enter the class. Plan
and make sure that students know what to expect from transitions and when they
21
will occur. Allow time for wrap-up and reflection at the conclusion of each class or
lesson.
behavioral direction in a classroom is verbal, there are often students who thus
what is happening next. Use signs, gestures, picture cues, and visuals to
Through its highly regarded adult training programs and direct service
youth programs, it can be seen that inclusion is achievable. Though working with
a range of students of widely varying abilities may seem daunting, the right
ability level receive teaching in the same place. This means that particularly able
students learn alongside those who have special educational needs, such as
22
of varying difficulty and complexity. A single activity may pose different levels of
all students is as important today than ever, perhaps even more so given that
classrooms are more diverse and multicultural than ever before. For teachers,
inclusion can be done by reflecting on what impact their own culture has on their
instruction and how they approach educating students with vastly different
backgrounds.
a welcoming experience for all students, not just those who struggle, so that
Students want to feel valued and they want to feel like they are a part of a
larger school community. By forming a bond with students teachers can provide
a sound educational framework for success. At this point real learning will occur.
some extra time and effort to view each pupil as an individual. Teachers must
truly believe that each student can succeed. If they do that they become partners
correctly, as a first step. Students should not feel the need to shorten or change
their names in order to make it easier for a teacher to pronounce it. Putting a
student’s emotional needs first is important because without feeling safe and
the classroom, students will feel comfortable enough to come out and tell a
teacher what is on their minds without having to wait for an opportunity from to do
so. Students want to feel valued and feel like they are a part of a larger school
community. By forming a bond between you and your students and providing a
medium one chooses, the key is to tailor content delivery to a student’s needs.
strengths and develop and improve their understanding of topics with which they
are struggling.
students, which can include race and gender. But it is important to think of them
all equally. Addressing bias in the classroom and course materials can help
students identify and analyze bias critically. Teachers can develop self-
can include “flipping the classroom” and varying classroom discussions by size.
As faculty members and classroom leaders, teachers play a critical role in setting
the classroom climate and have the opportunity to set the educational tone. They
have the responsibility to balance the free exchange of ideas with maintaining a
safe and welcoming environment for all students regardless of their background.
student inclusion by asking the class to create ground rules for discussion. The
discuss topics that are likely to spark divided opinions. Rules should center on
25
maintaining an open mind, active listening, equal time for all to share and a
root topics and ask the class to identify rules that will be supportive, or it can
open up the ground rules discussion and see what is generated. Consider
creating the ground rules in the class is too large to come to a consensus.
Prominently post the ground rules at the front of the classroom. Hold the class
accountable, but encourage them to hold each other to the rules too.
consider how you can incorporate various perspectives into the practical
examples. Intentionally weave diversity into the fabric of the course. For
feedback from your students. You can proactively plan for students who may
have dyslexia by using a font like Comic Sans or Arial that is easy to read.
inclusive learning environment is to find ways for all students to share their
personal stories. If you strive to learn about each of your students and help the
class learn about one another, you will deepen mutual understanding. Ask each
student to write a cultural autobiography and share it with the class. Spend time
with each student to learn more about his personal learning style and individual
needs. If a student has a preferred name or pronoun, invite him to share that with
26
you, but don’t require him to share that information with the class. You might
cause a student to prematurely disclose personal information that he's not ready
when a positive thought is shared. If you strengthen the relationships within your
the individualized learning needs of each student. Use the information that you
learn about each student to consider changes that may need to be made to your
accommodations, consider how you can adjust your class so that all can benefit
rather than having one student feel singled out. For example, if one of your
students has difficulty following a standard lecture, provide the lecture notes in
writing for all students. A diverse class is likely to have varied needs. Students
with food allergies or religious constraints may have particular dietary constraints.
Inclusive teaching refers to pedagogy that strives to serve the needs of all
with subject material. Hearing diverse perspectives can enrich student learning
traditional and contemporary issues, and situating learning within students’ own
27
contexts while exploring those contexts. Students are more motivated to take
control of their learning in classroom climates that recognize them, draw relevant
voices are heard and that all students have a chance to participate fully in the
participate more frequently and learn more easily than others? How might
Finally, how might course and teaching redesign encourage full participation and
choices and effective paths for achieving educational goals in spaces where they
families are valued equally and deserve access to the same opportunities.
28
Inclusive learning goes hand in hand with Universal Design for Learning
(UDL), a set of principles for curriculum development that gives all students an
for Learning, “UDL provides a blueprint for creating instructional goals, methods,
materials, and assessments that work for everyone — not a single, one-size-fits-
all solution but rather flexible approaches that can be customized and adjusted
for individual needs.” UDL shares many commonalities with the Theory of
work documented “the extent to which students possess different kinds of minds
that are designed to actively engage, include, and challenge all students. The
practice of inclusive teaching can also help instructors broaden and expand their
select topics and materials that reflect contributions and perspectives from
to the new ideas and questions your students bring into the course, which can
29
broaden and deepen your own knowledge of your discipline and its relevance.
your professional training and background may have shaped the selection of
as well as the criteria for defining these canons–are defined and have evolved
over time.
the first day of the school year—about what you expect to happen in the
Set and enforce ground rules for respectful interaction in the classroom, such as
guidelines for contributing ideas and questions and for responding respectfully to
denigrating others (intentionally or not), remind the entire class of the ground
rules, then talk with the student individually outside of class about the potential
for all. To the extent that is possible (depending on the size of the class), get to
know your students and the individual perspectives, skills, experiences, and
ideas that they bring into your course. Consult the electronic roster for your
course or ask students directly to learn about any preferred names that students
30
would like to be called. Communicate high standards for student learning and
achievement in your course and express confidence that every student can
Show respect for all questions and comments. Use verbal and non-verbal
critically. Encourage students to “think out loud,” to ask questions, and to actively
consider perspectives that are different from their own. If you are teaching about
communicate the objectives and the structure to the students, so that they know
in the moment. In some cases, pausing for a short time to ask students to
discover what they might learn from the interaction. In other cases, conversations
with individual students outside of class (but before the next class session) will
be more appropriate.
idea that intelligence is not a reflection of fixed, natural abilities, but can change
and grow over time. When talking with students about their performance in class
identity and ability can lead to depressed academic performance. Help students
make mistakes and where faltering can lead to deeper learning. If a student
contributes an answer that is incorrect, for example, ask questions to help the
student identify how he or she arrived at that answer and to help the entire class
to understand at least one method to derive the correct answer. At the same
time, be open to the possibility that what seems to be an incorrect answer initially
Visual Aides.
understand a lesson. Visual aides come in many forms and there should be a
different types of paper such as lined, plain or graph. A visual aide can also be a
32
education no can lead a good life. Teaching and learning are the important
teach their students and their active learning. With the passage of time, altered
methods and techniques are entered in the field of education and teacher use
different kind of aids to make effective learning. Visual aids arouse the interest of
learners and help the teachers to explain the concepts easily. Visual aids are
those instructional aids which are used in the classroom to encourage students
learning process. According to Burton “Visual aids are those sensory objects or
describe visual aids as “Visual aids are any devices which can be used to make
the learning experience more real, more accurate and more active”.
Visual aids are tools that help to make an issue or lesson clearer or easier
to understand and know (pictures, models, charts, maps, videos, slides, real
objects etc.). There are many visual aids available these days. We may classify
these aids as follows, visual aids are which use sense of vision are called Visual
aids. For example :- models, actual objects, charts, pictures, maps, flannel board,
flash cards, bulletin board, chalkboard, slides, overhead projector etc. Out of
these black board and chalk are the commonest ones. The challenges of
course books (textbooks) are constituted with too many interactive expertise
Visual aids are important in education system. Visual aids are those
and make it easier and interesting. Visual aids are the best tool for making
teaching effective and the best dissemination of knowledge. Visual aids are the
devices that help the teacher to clarify, establish, and correlate and co-ordinate
for a while during the instructional process. Visual aids arouse the interest of
learners and help the teachers to explain the concepts easily. Visual aids are
those instructional aids which are used in the classroom to encourage teaching
learning process. As Singh (2010) defines: “Any device which by sight and sound
increase the individual s' practice, outside that attained through read labeled as
34
an audio visual aids”. Visual aids are those instructional devices which are used
in the classroom to encourage learning and make it easier and motivating. The
material like models, charts, film strip, projectors, radio, television, maps etc
called instructional aids. Visual aids are effective tool that “invest the past with an
air of actuality.” Visual aids distribute the learners with true knowledge, which
detention their devotion and help in the understanding of the ancient marvels.
They demand to the mind through the visual auditory senses. When we use
visual aids as teaching aid, it is one of the aspects which root participation of
students in the lesson because when students look at visual model or aid, it is
expectation as well as provide them with stimuli to help with focus and
visual supports can be used to enhance social skill development and to address
(Carson et al., 2008; Hodgdon, 2011). Aids for providing effective directions can
include any classroom management tool that allows the teacher to communicate
more effectively with the students and can include visual supports that give
directions, depict rules, and provide students with task organization (Hodgdon,
35
2011). Visual supports in the form of objects, pictures, line drawings, or words
can be used to build schedules and organize tasks, bringing structure to a child’s
day. Visual schedules can be used to organize specific activities and tasks by
portraying the activities that will occur as well as detailing the small steps
activity within the larger daily routine. Research suggests that picture schedules
that offer support both between and within an activity can benefit students with
instruction.
Bryan and Gast (2010) used graduated guidance combined with a picture
activities and replaced verbal prompts while maintaining student attention and
classroom, and beneficial to all children in the class setting (Bryan & Gast, 2000).
depict individual activities in a sequence in which they are to occur. Although this
dependency and the need for teacher support. The success of the activity
classroom.
variety of recreational and home living tasks. The activity schedules comprised of
Behavior Management.
learning culture is created, the children will learn better because they will know
effectiveness. The lack of calm and control in the educational setting can
interrupt the effective learning for all students, including students with and without
37
inclusion classrooms is critical for the success of students with special needs in
that environment (Sarason & Sarason, 2015). Harvey and Allard (2016)
concluded in their study, that the educators, who regularly used the behavioral
management plans that included social contracts and small group settings, were
solid educational foundation for all students in the inclusion classroom. Further,
the general education teachers have successfully used to manage and instruct
students with and without special needs, in a highly diverse environment. The
concluded that some techniques are much more effective than the others. The
results revealed, the techniques that involved smaller groups, social contracts,
and reinforced positive behavior are usually among the best performing types of
(Parsonson, 2012).
38
with the acceptance of the idea of inclusion, rather than the isolation of students
with special needs. Several teachers have marked the increase in inclusion
in increased levels of stress (Oral, 2012). The teachers have also referred to the
teachers also, as the teachers who are able to manage classrooms more
desirable for the continuity of student education (Sass, Flores, Claeys, & Perez,
2012)
optimal learning environment. It allows the teacher to highlight and reinforce the
and providing predictable routines assist in giving all learners optimal learning
conditions
and must promote their learning and socialization with peers. Appropriate
academic, social, and behavioral skills allow students to become part of the
class, the school, and the community. Unfortunately, for reasons both inside and
outside the classroom, the behavior of some students like Matthew may interfere
39
with their learning and socialization as well as that of their classmates. Therefore,
plan. This involves using many of the different strategies and physical design
changes discussed in this chapter to help your students engage in behaviors that
students (Toprakci, 2012). Often, the general education teachers do not have
diverse learning needs, which may lead to disruptive behavior. This causes more
stress in the classroom, both for the educator and the students (Cleve, 2012). An
the success of the entire learning community is directly related to the success or
where the teacher-student ratio was usually much lower in comparison to the
general education teachers are managing and instructing students with and
and strategies used by teachers on a daily basis, which they found useful with a
(Chafouleas, Sanetti, Jaffery, & Fallon, 2012; Oral, 2012). My goal in this study
successfully manage the inclusion classrooms and also, to examine the ways
to deal with students' responses. Merely spotting when students are incorrect is
relatively easy compared with understanding the reasons behind their errors. The
concepts and principles that students are learning… The insights we gain by
the students who are eager for more challenges and to provide intervention for
process, facilitating student learning and improving instruction, and can take a
instrument. It comes from recognizing how much learning is taking place in the
common tasks of the school day – and how much insight into student learning
monitor students on a day-to-day basis and modify their teaching based on what
the students need to be successful. This assessment provides students with the
42
timely, specific feedback that they need to make adjustments to their learning.
accessible to all students while still challenging to the more capable; what the
students learned and still need to know; how we can improve the lesson to make
it more effective; and, if necessary, what other lesson we might offer as a better
that lets the teacher, students and their parents know how well each student has
completed the learning tasks and activities. It provides information about student
effect on learning.
Despite the very different starting points and issues facing countries, all
inclusion. Furthermore, all countries are debating ways of making their systems
educational needs.
this means considering the entitlements pupils with special educational needs
possible range of pupils without the need for further modification at later stages
procedures should be used to inform and promote learning for all pupils; - All
pupils with special educational needs should be considered and accounted for
identifying and valuing all pupils’ individual learning progress and achievements;
All assessment procedures, methods and tools should inform teaching and
learning and support teachers in their work; - Inclusive assessment may include
educational standards. All these procedures should aim to inform learning, but
44
the procedures should also be ‘fit for purpose’. That is the methods and
procedures should only be used for the reason they were designed for and not
involves a range of possible methods and strategies to assessing pupils. The key
point about all these possible approaches is that they all work to gather clear
how to develop and improve the process of learning for an individual pupil or
assessment draws upon a range of sources that are action based and presents
evidence of learning collected over a period of time (and not snapshot, one off
factors that support inclusion for an individual pupil in order that wider school,
involves the active involvement of class teachers, pupils, parents, class peers
shared concepts and values for assessment and inclusion as well as the
concerned by providing them with insights into their own learning as well as a
source of motivation to encourage their future learning; - All pupils are entitled to
be part of inclusive assessment - pupils with SEN as well as their classmates and
only be realized within an appropriate policy framework and with the appropriate
RELATED STUDIES
This section shows the different local and foreign studies that are related
to the present study. These studies provided deep insights on the level of
Foreign Studies
The study of Polirstok (2015) said that classrooms in the 21st century
special needs students. Included students are those who present with mild to
locus of control, de-escalating student aggression and hostility, and limiting the
environments for all students, including those who have been identified with
classrooms. A series of questions are comprised for face to-face interviews with
two consenting participants, which was used as a means to gain insight on how
teachers adapt their classroom management practices to meet the needs for
interviews was used to provide depth and analysis to the literature previously
reviewed. There were five emerging themes found from the data: 1) effective
the environment around you. This study concludes with the implications of the
perceived as valued members of the class and receive the supports and services
based education. The purposes of this review are (a) to identify research-based
practices that promote positive academic, social, and behavioral outcomes for
research; and (c) to identify teacher, school, social, and political factors that
create an environment that supports and facilitates both academic and social-
emotional learning.
48
are being included in the general education classroom. Effective instruction and
deliver effective instruction to all students, thereby increasing success rates and
reducing negative behavior across the school. The same PBS features:
decrease the number of problem behaviors and increase academic and social
classroom PBS and demonstrates each via the use of case examples. The
premise of PBS is that the more effectively the environment is designed, more
allowing teachers to recognize, assess, and plan for students with special needs.
Ioannou (2016) said that during the last decade, the number of children
diagnosed with Autism Spectrum Disorders (ASD) has increased and more and
more children with ASD are educated in inclusive classrooms. Although their
inclusion can have several benefits, teachers face some challenges. The main
aim of this systematic literature review was to analyze interventions for behavior
and primary school classrooms. The aim was also to examine the outcomes of
these interventions. Four databases were searched and nine articles were
cards, structured teaching with graduated guidance, social stories and social
were provided by the researcher or the teacher only, some were provided by
different people in different phases and some were provided by two or more
increase desirable behavior. It was observed that all interventions reached their
goals, even though at a low level in some cases. In conclusion, this literature
to help the teachers identify the strategies most useful for their classroom.
The study of Ron (2018) said that the increasing popularity of inclusion
classrooms has placed a large number of students with special needs with the
ones without disabilities. Often, general education teachers lack sufficient training
diverse learning needs. The absence of sufficient training can lead to disruptive
behavior and also, induce more stress in the classroom for the educator and the
students. The qualitative case study aimed to explore the strategies and
sociocultural theory provided the theoretical framework for this study. The data
in the classroom settings of these teachers. All the participants were teachers
located in a small rural district of South Central Texas. The collected data were
analyzed using cross-case analysis. The findings of this study indicate the most
small groups of students, and the tailoring of activities based on students’ needs.
Further, it was learnt that the teachers used a variety of techniques to mitigate
their stress levels and to manage their classrooms in a calm manner. Also, using
special needs to learn ways in which they can adapt their own behavior through
Walsh (2017) said that inclusion of students with special needs in the
general education classroom has been a major topic of discussion for many
years. Inclusion education means that all students are part of the school
deserve to have full access to all resources and social interactions that are
51
present in the general education classroom. The ultimate goal of many schools is
to create a classroom that has the least restrictive environment to meet the
needs of all students, including those with special needs. However, many
teachers were not taught how to teach students with special needs. Despite this
lack of education, students with special needs are still placed in the general
education classrooms. Studies show that teachers do want students with special
needs in their classroom; however they do not feel prepared to fully address the
classroom. This study answered one research question: How do teachers create
in two elementary classrooms. The researcher results showed that teachers can
set students with special needs up for success if they are knowledgable of a
learners’ experiences within the classroom and teachers views about the
extent how far inclusive education is being implemented in the classrooms. The
school that was selected to participate in this study is located in the semi-rural
52
classroom environment. Each group consisted of eight learners; that is, four
males and four females. Focus group one was selected from grade seven; the
second focus group from grade eight and the third group from grade nine. The
class teachers of the selected classes were requested to take part in the
of Inclusive education. The study reveals that in South Africa the problem of
inclusive curriculum implementation still exists and need special attention from all
result from how teachers conduct their practice. It is also evident that teachers
have not been properly prepared for a paradigm shift and implementation of
in the process are the learners, as they continuously have negative experiences
The study of Torombe (2013) said that Papua New Guinea (PNG)
1990 World Declaration on Education for All and the 1994 Salamanca Statement
that advocate that regular schools should accommodate all children regardless of
53
receive education along with their able bodied peers (Smith-Davis, 2002). The
across all levels of education in PNG. The PNG government began with initial
when the inclusive education policy was enacted. This landmark document
warranted that all children with disability that have remained excluded in regular
schools are to access education in their nearby schools without any forms of
discrimination. The policy proclaims that teachers’ are responsible to provide the
inclusion education for all children through the regular teaching and learning
This study was set out to capture this moment in history in two urban primary
schools in PNG and to determine the factors that have influenced the
via focus group and follow-up individual interviews on how they implement
capital, what teachers experienced during their teaching in the school identified
key factors that least facilitated policy implementation processes. The study has
the practices of implementation in the field. The study found that despite
of the Education for All agenda, they are confronted with numerous challenges
within their capacities as teachers. The study found that the challenges imposed
on teachers were lack of knowledge and skills in inclusive education, large class
size, lack of collaborative support system within the school and the education
system along with lack of incentives. The recommendations and the reflections
put forth in this thesis offer insight into, roles of primary school teachers, school
general to look again into how this government innovation can better facilitated at
the primary school level where vast majority of school aged children cannot be
absent from education. The study suggest what teachers and policy makers can
learn from the current study to look into the future of inclusive education in PNG
findings reveal that most teachers in Cameroon still prefer separate special
from beliefs and customs. Teachers with some training on teaching students with
disabilities and more experienced and highly educated teachers were more
classrooms, and teach students with disabilities. The implication of these findings
for future research, institutional support systems, institutional policies, and overall
Salovita (2017) said that positive teacher attitudes are essential for
success when children with special educational needs (SEN) are placed into
participated in the e-mail survey. They included 824 classroom teachers, 575
scored below and the subject teachers significantly below, the neutral midpoint of
the scale. The special-education teachers’ mean scores were above the
were strong advocates. The attitudes towards inclusion had only weak
associations with variables other than the teacher category. Teachers’ work
orientation and self-efficacy had low associations with their attitudes towards
According to Dalton (2012) said that South Africa has adopted an inclusive
Universal Design for Learning (UDL) that addresses a wide range of learning
teachers and therapists in South Africa as a first attempt to introduce UDL in this
therefore conclude that there is potential for this approach that can be expanded
Kohama (2012) said that ten percent (10%) of the world’s population lives
with a disability, and 80% of these people with disabilities live in developing
countries.i The services available for people with disabilities differ widely
special education. The three basic models, segregated, integrated and inclusive
beneficial type of education for people of all ability levels. The Government of
India has created numerous policies around special education since the country’s
create policies that are inclusive for people with disabilities, their implementation
efforts have not resulted in an inclusive system of education, nor have they
reached their goal of “education for all” across the country. The Government of
India needs to bridge the gaps in their education system to build a strong system
schools. The purpose of this study is to explore how general and special
described how two pairs of co-teachers including one special education teacher
and two general education teachers interact, collaborate, and build and promote
their co-teaching relationships. The observation and interviews with two first
grade co-teaching pairs provided data that told the story of how their co-teaching
inclusive classroom. Research data for this qualitative study were collected from
Findings from this study revealed that teachers’ strategies of interacting and
collaborating with each other affect how they build their co-teaching relationships.
58
learning from each other and supporting one another. Teachers also experienced
The study of Akoto (2018) said that drawing on data from previous
education using Ghana as a case study. The purpose is to explore the situation
and abled children together in an environment that is free and safe. The concept
facilities. The conclusion shows that Ghana has initiated a policy to embark on
the implementation and practice of inclusive education, that is, including disabled
children in the regular schools. However, there are some challenges that affect
the disabled children in the classroom they can develop a negative attitude
families and communities need to change. They have to accept disabled children
to be part of the system rather than expecting them to adjust and conform to
second class standards. Developing the education system for disabled children
to take part calls for school development, training and providing necessary
differentiate for learners who have LD through their teaching. Six primary schools
in urban, semi-urban and rural areas were purposively selected and data were
not to fit within the national requirements of using learner centered approaches.
The findings also reveal that the teachers‟ conceptualization and understanding
60
(respect for humanity), a discourse which takes into account accepting all
who have LD were not given learning opportunities which allow them to
some barriers such as an examination oriented curriculum, class sizes and lack
within Botswana schools as it leaves learners who have LD with little chance of
constructivist discourse.
remained out of school, among those who come to school, many children leave
61
school before completing primary education and many children suffers from
in background, this study has aimed to explore the actual situation of inclusive
education in Nepal. The intent of this study was to dig out the problems
research method and information were collected through multiple tools namely
teachers from fifteen schools were participated and filled questionnaire forms,
four classroom teaching were observed, and four children with hard of hearing
problem were interviewed in order to obtain desired information. The field data
different dimensions of inclusive education. The findings of this study clears that
factors such as lack of effective teachers, less inclusive culture in the school,
resources of the schools. Among those factors which are responsible in less
effective practice of inclusive education, the negative attitude ofthe teachers and
parents towards disability was found very critical that demands the change of
attitude that respect disability and diversity. Similarly, other social factors such as
62
social values and the belief system, resource constraints, ignorance of children
education in classroom. Additionally, the findings of this study has showed that
the general schools in Nepal have lack of culture of inclusion as they have
was also found very critical as they are ignored by school teachers, peers and
basis of findings from multiple data sources used in this study, this study has
concluded that there is clear and visible gap between policy provisions and its
the application of this knowledge in classroom teaching. In other word, the study
perceived the various problems that are originated from the social structure and
student's ability to learn and feel comfortable as a member of the class. The
as the teaching methods that the teacher uses. This article describes a number
of methods to help teachers plan for and create a classroom that welcomes and
supports all children. At the beginning of the year teachers have the goal of
ability to learn and feel safe and comfortable as a member of the class.
Implementing a few strategies that address these areas can help develop a
learning for students with and without disabilities. A warm classroom environment
can lead to increased academic achievement and a sense of pride and belonging
in the school.
Local Studies
criterion for the evaluation of inclusive education has shown that difficulties arise
education on one hand, and the argumentation directed towards the outcomes
on the other; the difficulties connected with the measurement and comparison of
needs (SEN) and their knowledge on how to properly educate them. In quite a
number of studies, the attitude of teachers towards educating students with SEN
has been put forward as a decisive factor in making schools more inclusive.
an integral part of their job, they will try to ensure that someone else (often the
special educational needs teacher) takes responsibility for these students and
65
will organize covert segregation in the school (e.g. the special class). This study
male and female general education and special educational needs teachers who
work full time in four international schools in the region completed the Modified
strategies on how to bridge theory and practice. Learning Support Programs and
adaptations that are appropriate for students with special educational needs.
(2017), Ron (2018), Mcwell (2012), Torombe (2013), Mingo (2017), Kohama
(2012), Regmi (2017), and the present study are similar in terms of some
variables used in their studies and they differ also in some cases.
The study of Polirstok (2015) said that classrooms in the 21st century
escalating student aggression and hostility, and limiting the use of punishment.
inclusive learning environments for all students, including those who have been
classes in which they are perceived as valued members of the class and receive
the supports and services they need to succeed. The goals of inclusive education
are to facilitate acceptance, belonging, and tolerance among students with and
study of Ron (2018) said that the increasing popularity of inclusion classrooms
has placed a large number of students with special needs with the ones without
inclusion practices that is necessary to cope with the increase in diverse learning
needs. The absence of sufficient training can lead to disruptive behavior and
also, induce more stress in the classroom for the educator and the students.
Walsh (2017) said that inclusion of students with special needs in the general
education classroom has been a major topic of discussion for many years.
Inclusion education means that all students are part of the school community,
that teachers can set students with special needs up for success if they are
two factors will indicate the extent how far inclusive education is being
implemented in the classrooms. The study of Torombe (2013) found that despite
of the Education for All agenda, they are confronted with numerous challenges
within their capacities as teachers. The study found that the challenges imposed
on teachers were lack of knowledge and skills in inclusive education, large class
size, lack of collaborative support system within the school and the education
system along with lack of incentives. According to Mingo (2017) Teachers with
some training on teaching students with disabilities and more experienced and
disabilities. According to Dalton (2012) said that South Africa has adopted an
Theoretical Framework
was used in this study. He states that our stereotypical associations and biases
physical activity, as it supports an equitable school culture, and forms the basis
and national level. Nowadays, in the educational and social contexts, the deeply
felt problem is how to turn our attention to the presence of those who have
special needs in non-excluding forms, in particular when such needs are referred
change our approach towards the educational systems preparing them fit for
answering to the different typologies of special needs that now characterize the
and to the fulfillment of the ambition of any people, even if they are disabled,
forces the specialist and the professional staff to carry out their researches
interventions and devise plans in order to grow the specially to such an extent to
Conceptual Framework
experiences that are intentionally designed to meet the needs of students with
diverse needs first. This results in more engaging learning experiences for all.
defines inclusivity as the following. Providing to all students, including those with
services, with the needed supplementary aids and support services, in age
students for productive lives as full members of society. Many classrooms today,
both physical and digital, are integrated. Students with diverse needs are
included in general education methods, they are physically in the same place, but
they are expected to complete exactly the same work in exactly the same
manner.
same space, doing the same things, in the same ways. It means enabling
everyone in the classroom to achieve the same goals, even if the method of
doing so is different. Inclusive classrooms put the focus on the learning objective
instead of the activity to measure it. They require all students to meet the same
learning objectives using assessments that are built to target the needs of the
individual student.
71
students. But learners with diverse needs are more engaged and more social in
inclusive classrooms. They, along with their typically developing peers, benefit
more from collaborative learning and positive environments where everyone has
classroom. We've created this framework to give you the foundations for building
inclusive classrooms. There are three key things you need to consider to build a
truly inclusive classroom. The pedagogy you've developed, the content you're
building or providing and the tools and technology you're using in the classroom.
how learning is achieved and providing the means to help students succeed.
Thinking inclusively means revisiting content and ensuring it's set up for universal
consumption. It also means choosing not to use content that doesn't meet
interact with different tools you are using and adjusting or accommodating as
consider how it may impact people with diverse needs. Building inclusive
classrooms seems like a lot of extra work. The value is not in the completion but
in the thinking. Remember there is no one size fits all solution. Thinking
inclusively is about setting up all your students for success. Start off the right way
with your next course. It's easier to build things inclusively from the beginning
In this study the independent variables used are age, sex, civil status,
management.
73
Level of Implementation of
Profile variables of
respondents in terms of: Inclusive Education in Public
Elementary Schools along:
a. Inclusive classroom
a. age; management;
b. inclusive curriculum
b. sex; content and
pedagogy;
c. civil status;
c. inclusive instructional
strategies and
approaches;
d. highest educational
attainment;
d. behavior
management; and
e. number of years as
teacher; and
e. inclusive assessment
of learning outcomes.
f. relevant trainings
attended.
variables.
74
Chapter 3
RESEARCH METHODOLOGY
This chapter will discuss the methods and procedures utilize in the present
study that includes the research design, respondents of the study, data gathering
treatment of data.
Research Design
with the description of data and characteristics about a population. The goal was
the acquisition of factual, accurate and systematic data that can be used in
the public elementary schools. The researcher employed this research method to
gain more realistic and valid information regarding the level of implementation of
interprets what is; and reveals a condition of relationship that exists or do not
exist, practices that prevail or do not prevail, beliefs or points of view. The word
survey indicates the gathering of data from place to place and from group to
75
The descriptive method of research used in the study. Good and Scates
group of persons, a number of subjects, or class of events and may involve the
answer questions concerning the current status of the subject of the study.
for the study based on the constructed problems, writer’s experiences and
conversations of people.
incorporated in the final draft. The questionnaires was finalized after its approval
The subjects of the study are the inclusive teachers in public elementary
2020.
Table I
Distribution of Respondents
Administration of Questionnaire
After having refined and finalized the research instrument, developed for
the study, permission was secured from the Division Superintendent and Public
questionnaire. The responses and data were confidential to ensure the highest
The following statistical tools was used to answer the specific problems of
the study.
77
age, sex, civil status, highest educational attainment, number of years teaching ,
and number of relevant trainings and seminars attended, frequency counts and
weighted mean will be used. The responses will be categorized into five-point
assigned respectively.
follows;
schools across their profile variables, the analysis of variance (ANOVA) was
utilized.
schools and their profile variables, the Coded Pearson Product correlation
Chapter 4
This chapter presents the data generated in this study including their
analysis and interpretations in order to arrive at and clarify the results and
profile variables.
Age. Looking into their age in Table 2, out of 75 respondents, there are 36
Table 2
Profile of Respondents
N= 75
Age 21 – 30 36 48.0
31 – 40 21 28.0
41 – 50 11 15.0
51 – 60 7 9.0
61 and above 0 0.0
Findings indicates that most of the teachers in the venue of study are
relatively young. Their age, level gives an impression that they are in their early
age of their life. As such, they are expected to be performing well in helping
children become self-aware individuals and instill them with a life-long love of
learning, Young teachers are passionate about the content they teach. Young
teachers teach their content with enthusiasm and passion that motivates their
81
students. They engage students in creative lessons that spark self-interest and
Sex. The next variable is sex, classified as male or female. The same
table shows that there are more female respondents, 55 or 73 percent while 20
the female group. That is there are more females considering that teaching is a
country.
profession depends on the extent to which and the speed with which other
sectors reduce gender gaps in earnings. But the education sector could do much
more to ensure that women are promoted into leadership positions, and to end
the stereotyping that prevents women from breaking the glass ceiling in specific
subject areas in the school. It could also do more to attract young men into
teaching by offering them better career prospects and labour conditions that can
make teaching a more competitive career choice, even if teachers’ salaries still
Civil Status. Table 2 shows that majority of the respondents are married,
Married teachers are patient. They can listen carefully for hours.
Sometimes, they are explaining something for the tenth time without getting
annoyed. They are the most patient and understanding people around for sure.
82
And they will always offer people the support if they need. Married teachers are
passionate. They aren’t just teaching a subject, they are teaching kids and young
adults who they can be what they can amount to and shape future generations
simply by believing in them. When it comes to their marriage, they are giving their
best. They are always trying to make the right decision. They are always trying to
find a solution to any problem. Teachers will always try to challenge people to be
attainment, the table shows that a greater number of them have gone beyond the
percent are M.A. degree holder. It could be inferred that these respondents are
Administrative position.
them has 2 - 7 years which is 33 or 44 percent of them. On the other hand, there
that most of the teacher respondents are new in the teaching profession.
something all educators should be concerned with. Good teachers are effective
83
and following it through. Teachers who make the extra effort to improve their
apply new knowledge and skills that will improve their performance on the job.
often also voluntarily seek new learning. In education, research has shown that
teaching quality and school leadership are the most important factors in raising
implement the best educational practices. Educators learn to help students learn
It could be seen from the table that the overall weighted mean is 3.56
rating. These are item number 1, “create structured classroom which includes
designating separate areas for group and individual work and center for reading”
“plan for transition times like between subjects or tasks, and changing classes”.
Table 3
OWM 3.56 I
Legend:
Weighted Mean Transmuted Rating
4.50 – 5.00 Highly Implemented (HI)
3.50 – 4.49 Implemented (I)
2.50 – 3.49 Moderately Implemented (MI)
1.50 – 2.49 Slightly Implemented (SI)
1.00 – 1.49 Not Implemented (NI)
students. Included students are those who present with mild to moderate learning
control, de-escalating student aggression and hostility, and limiting the use of
content and pedagogy. It can be seen in the table that the overall weighted mean
accessible to all learners”. The indicator with a lowest weighted mean of 3.46
a variety of options for comprehension, helping them to recall prior learning and
assist learners to understand the main ideas through highlighting salient aspects
education means that all children are together in mainstream classrooms for the
Table 4
87
OWM 3.69 I
Legend:
Weighted Mean Transmuted Rating
4.50 – 5.00 Highly Implemented (HI)
3.50 – 4.49 Implemented (I)
2.50 – 3.49 Moderately Implemented (MI)
1.50 – 2.49 Slightly Implemented (SI)
1.00 – 1.49 Not Implemented (NI)
achievement and social wellbeing – for all children – and is far more efficient and
effective than special schools and special classrooms. Often, the term ‘inclusive
88
Whilst this may still be the primary motivation for inclusive education, successful
inclusive practice will be successful for all children with many different attributes
evaluating teaching practices is also critically important. The Index for Inclusion
toolkit, Supporting Effective Teaching project, and the Lao Inclusive Education
Project by Save the Children (Grimes, 2010) are particularly useful inclusive
education assessment tools, but other indicator sets and tools are also available.
perhaps more useful to think about ways in which existing successful inclusive
education practices can be identified and scaled up, rather than focusing
include school and classroom level implementation such as school reviews and
plans; training and supporting all teachers in inclusive practices, not just
employment.
involved in their learning”. And the lowest indicator obtained a weighted mean of
instructional sequence of “i do” (teacher model), “we do” (group practice) and
development that gives all students an equal opportunity to learn. “UDL provides
Table 5
OWM 3.58 I
Legend:
Weighted Mean Transmuted Rating
4.50 – 5.00 Highly Implemented (HI)
3.50 – 4.49 Implemented (I)
2.50 – 3.49 Moderately Implemented (MI)
1.50 – 2.49 Slightly Implemented (SI)
1.00 – 1.49 Not Implemented (NI)
that work for everyone — not a single, one-size-fits-all solution but rather flexible
approaches that can be customized and adjusted for individual needs.” UDL
which students possess different kinds of minds and therefore learn, remember,
choices and effective paths for achieving educational goals in spaces where they
families are valued equally and deserve access to the same opportunities.
(Brown, 2014)
and respected, and in which all participants are open to ideas, perspectives, and
differences within the classroom and of psycho-social factors that can affect
learning.
92
Table 6
D. Behavior Management WM TR
As an Inclusive teacher I …
1. modifies materials, provides alternative
assessment strategies and designs behavior
management system. 2.45 SI
2. help implement individual learners
accommodation including behavior intervention plan. 3.40 MI
3. monitor behavior in small groups and separate
learners who work best away from each other. 3.55 I
4. provide learners with cues to good behavior. 3.52 I
5. support learners behavior, maintaining a calm
learning environment. 3.58 I
6. provide predictable routines assist in giving all
learners optimal learning condition. 3.46 MI
7. encourage the full participation of learners in
the class activity. 3.63 I
8. implement classroom discipline as basic on mutual
respect and healthy living. 3.70 I
9. encourage peer to peer instruction and leadership. 3.58 I
10. speak to learners privately about any concerns. 3.56 I
OWM 3.47 I
Legend:
Weighted Mean Transmuted Rating
4.50 – 5.00 Highly Implemented (HI)
3.50 – 4.49 Implemented (I)
2.50 – 3.49 Moderately Implemented (MI)
1.50 – 2.49 Slightly Implemented (SI)
1.00 – 1.49 Not Implemented (NI)
is noted from the table that the overall weighted mean is 3.47 equivalent to
“Implemented”. It can be also seen in Table 6 that the weighted mean range from
Plan for a successful inclusive classroom depends upon having control of your
better suit diverse students’ needs. With students’ and specialists’ input, create a
checklist or action plan for students. Vogel (2016) cited also some specific
Encouraging peer to peer instruction and leadership, Using signals to quiet down,
start working, and putting away materials, Giving students folders, labels and
students privately about any concerns and Employing specific, targeted positive
by the ability of the teacher to motivate and create a curriculum that is fun,
poses a challenge for teachers and educational professionals when there are a
94
large number of students with diverse emotional, social, cognitive, and physical
learning.
is noted from the table that the overall weighted mean is 3.55 equivalent to
“Implemented”.
It can be also seen in Table 7 that the weighted mean range from 3.40 to
number 9, “use multiple choice, fill in the blank and graphic organizer in
“Implemented”. The indicator obtained the lowest weighted mean of 3.40 with a
learners the opportunity to assess their own learning and reflect on the progress
Table 7
OWM 3.55 I
Legend:
Weighted Mean Transmuted Rating
4.50 – 5.00 Highly Implemented (HI)
3.50 – 4.49 Implemented (I)
2.50 – 3.49 Moderately Implemented (MI)
1.50 – 2.49 Slightly Implemented (SI)
1.00 – 1.49 Not Implemented (NI)
Wald (2013) said that assignments, course work and examinations can all
cause barriers for some students. He highlights the importance of being aware of
competency levels not skills that bare no relation to the subject, for example
96
that there are also several ways to help all students when an inclusive approach
Thinking digital, as well as paper, can allow for multiple format options.
education in public elementary schools. The grand overall weighted mean is 3.57
enough. We can see also that the behavior management area obtained the
lowest overall weighted mean of 3.47 described as “Implemented” while the area
leaders play a pivotal role in making inclusive practices a reality in their schools.
Principals, teachers and other individuals in leadership roles must have adequate
knowledge of what inclusive practices entail and how to mobilize staff so those
Table 8
97
is not just a matter of what the school leader thinks about inclusive practices, but
how s/he actually implements those thoughts. The principal and teachers not
only must believe that ‘all students can learn,’ but must demonstrate this belief in
means eliminating the focus on labels of students and making student abilities
and support needs the determining factors in the provision of services and
specialized instruction and supports for specific skills/subject areas for specific
when determining how best to meet the needs of students with special needs. It
leadership to guide the process and a staff willing to establish a structured, but
the school’s culture. There are guides and steps in implementing more effective
fidelity will ensure that the support needs of diverse students are appropriately
profile variables.
Table 9
99
Sex Between
8.261 53 .267 2.579 .046*
Groups
Within Groups 1.845 21 .131
As indicated in the table, variable sex was found to be significant with the
computed f – value of 2.579, sig = .046. This indicates that the teachers level of
public elementary schools and their selected profile variables is rejected. The
elementary schools differ from each other or not comparable or vary. That said
It could be gleaned from the table that, in all aspect except two variables,
educational attainment and number of years teaching with v –value of .347 and .
significant.
elementary schools.
and their profile variables namely; age, sex, highest educational attainment,
Table 10
________________________________________________________________
CM ICCP IISA BM IALO___
Age Pearson .072 -.113 -.109 -.123 -.174
Correlation
Sig (2 tailed) .626 .378 .367 .443 .187
________________________________________________________________
Sex Pearson .239 .245 .039 .128 .163
Correlation
Sig (2 tailed) .087 .139 .743 .376 .256
________________________________________________________________
Highest Pearson .128 .038 .034 .008 .347*
Educational Correlation.
Attainment Sig (2 tailed) .367 .758 .821 .976 .015
________________________________________________________________
Number Pearson -.109 .126 .057 .125 .362*
of years Correlation
Teaching Sig (2 tailed) .297 .454 .732 .464 .018
Chapter 5
102
namely; age, sex, civil status, highest educational attainment, number of years
outcomes.
profile variables.
Research Hypothesis
The following were tested at 0.05 level of significance in its null form.
variables.
profile variables.
SALIENT FINDINGS
The findings were summarized in the order of which the problems are
11 percent with 1 year and below teaching experience. Further, there are
trainings.
Behavior Management has the lowest overall weighted mean of 3.47 still
described as “Implemented”.
CONCLUSIONS
early age in the teaching profession but they are educationally qualified,
seminars in the division level and have served in the teaching profession
for two to seven years, this can be concluded that this might be the reason
education program.
4. There have been significant differences found in the profile variables, the
sex, may be because male teacher have their own style in teaching and
female teacher have also their own way of teaching diverse students.
variables.
RECOMMENDATIONS
106
recommendations:
help children learn and achieve to their fullest potential and provide a quality
4. School Heads should monitor, supervise and evaluate the teachers if they
BIBLIOGRAPHY
107
A. BOOKS
Vogel , Keistin (2016). Effective Behavior Management Strategies for the Inclusive
Classroom
Others
110
APPENDIX A
------------------------------------------
Date
Sir;
The undersigned is undertaking a study entitled “IMPLEMENTATION OF
INCLUSIVE EDUCATION IN PUBLIC ELEMENTARY SCHOOLS” in partial
fulfillment of the degree Master of Arts in Education, Major in Educational
Management at Urdaneta City University.
In this regard, may I request from your office to allow me to gather data
through the use of research instrument to all inclusive teachers in public
elementary school in the Districts of Pozorrubio I and Pozorrubio II, Pangasinan
Division II.
Your kind consideration and favorable approval will be highly appreciated.
Approved:
ATTY. DONATO D. BALDERAS, JR.
Schools Division Superintendent
112
APPENDIX B
________________________
Date
________________________
District Supervisor
Pozorrubio I District
Pozorrubio, Pangasinan
Sir :
In view thereof, the researcher have the honor to request permission that
she will be allowed to gather information in the your District purposely for this
study. Rest assured that all documents will be treated with utmost confidentiality..
CAMILA R. TABUCOL
Researcher
113
APPENDIX B
________________________
Date
________________________
District Supervisor
Pozorrubio II District
Pozorrubio, Pangasinan
Sir :
In view thereof, the researcher have the honor to request permission that
she will be allowed to gather information in the your District purposely for this
study. Rest assured that all documents will be treated with utmost confidentiality..
CAMILA R. TABUCOL
Researcher
114
APPENDIX C
________________________
Date
_______________________
_______________________
_______________________
Sir / Madam:
In view thereof, the researcher have the honor to request permission that
she will be allowed to gather information in the your school purposely for this
study. Rest assured that all documents will be treated with utmost confidentiality..
CAMILA R. TABUCOL
Researcher
115
a. Age:
___21-30
___31-40
___41-50
___51-60
b. Sex
______Male
______Female
c. Civil Status
______Single
______Married
______Widow/er
116
____2-7 years
____8-13 years
____14-19 years
____International Level
____National Level
____Provincial Level
____Division Level
117
Behavior Management
As an inclusive teacher I… A B C D E
As an inclusive teacher I… A B C D E
CURRICULUM VITAE
Personal Data:
Name :
Age :
Date of Birth :
Birth of Place :
Address :
Contact number :
Name of Father :
Name of Mother :
Educational Background
Elementary :
Secondary :
Tertiary :