1.

Inclusive Education and Classroom Practice in Secondary Education and issues that relate to
inclusion at secondary school level

All students have access to effective pathways for achieving educational objectives in setting where
they feel a sense of belonging thanks to inclusive education. Every child, regardless of ability or
disability, learns together in an age-appropriate classroom in an inclusive educational setting. It is
predicated on the notion that every child and family deserve access to the same opportunities and is
valued equally.

Studies have demonstrated the advantages that inclusive classrooms provide for both peers and
children with impairments. In an inclusive classroom, special education teachers enter the classroom
rather than removing students to provide them with customized training. Due to the collaboration of
general education teachers and subject-matter experts in the same learning environment, all students
gain access to more resources and support. For both children with disabilities and students without
disabilities, this help frequently leads to greater academic improvements.

2. Challenges of the secondary school context for inclusive teaching

Different in values might have different ties to culture. Integrating underprivilege children of
different races into the established school structure might lead to value conflicts. The allocation of
authority and changes to the hierarchal structure can present problems, and significant changes to the
educational system can modify the roles that people play in society. If instructors and their assistant or
special needs educators cannot come to an agreement. Inclusive education may cause problems. Any
imbalance in the delegation of authority and duty might degrade the standard of inclusive education.
System, resource and time limitation are examples of practical obstacles, because inclusive education’s
design needs times to adapt to the educational system, they can stifle innovation and become a
negative worry. Overcoming resource barriers, such as curriculum adaptation, teacher preparation and
instructional resources is necessary for inclusive education. Another structural barrier to schooling is the
bureaucratic character of the system. Even though a change does not violate their moral principles or
obstruct their way of life, some people may nonetheless be resistant to it. The psychological barrier that
is causing the resistance can be challenging because it is abstract and requires professional assistance.

3. Academic Learning Coping Mechanisms of Abused Boys in the Basic Education Level

One of the numerous societal issues that countries around the world are dealing with is abuse. It is
often considered that children under the age of 18 are incapable of defending themselves against abuse
of any kind. Numerous children struggle in school for a variety of reasons, including maltreatment and
neglect. Their results are quite concerning.

Varied coping mechanisms are venting, seeking support, humor, mental disengagement, relaxation,
problem solving, intellectualization, self-stimulation. All these techniques indicate that the subjects
indeed deal with prior stressful events.

This coping mechanisms will help teachers to evaluate to help students get by in their learning,
despite their unpleasant previous experience these students could actually cope academically.

4. Best Practices of Secondary Level Alternative Delivery Modes ins Southeast Asia
 Despite an increase in secondary school enrollment over the previous years, many young people still
lack access to high-quality, relevant secondary education. Some students find it challenging to move
from primary to secondary education and from secondary education to the workforce. There are
differences in secondary education completion rates between rural and urban students, as well as
between working students and full-time students, students from underrepresented groups, such as
indigenous people, children with special needs and members of low socioeconomic groups also struggle
to enroll in a complete secondary education.

There are several obstacles that can forces students out of the traditional education system, such as
geographic isolation, poverty, armed conflict, natural disasters, etc. Alternative Delivery Modes present
options that can assist students outside of the traditional education system in acquiring the essential life
and basic education skills. Given the resources and environment they are in, these projects allow
secondary school students the chance to finish their education at their own speed, preparing them for
employment or future education. ADMs are more flexible and relevant than traditional schools and can
be accessible for less money.

The objective was to combine best practices, examine more precisely how the program were carried
out in light of various context, and pinpoint elements that led to their success.

5. Problems and Challenges in Secondary Education

Few would contest the fact that there is much space for improvement in our educational system.
Making a plan to move schools in correct direction is, however, far easier said than done. Finding the
fundamental issues preventing pupils from learning today is the first difficulty. This dilemma arises in
part because the issues might vary greatly depending on who is naming them—students, parents,
educations or lawmakers—and how serious they are.

Numbers in the classroom are frequently impacted when money is short. However, most educators
concur that they cannot adequately teach each and every pupil in a classroom. The highest dropout’s
rates among students are typically those who live in poverty or less. According to studies, kids who don’t
eat enough or get enough sleep wont function as well as they can in class. Schools are acutely aware of
these realities, and despite efforts to give pupils the necessities, teachers, administrators and legislator
are aware that there is simply not enough. The ability of a teacher to instruct kids is influenced by family
issues as well. Both principals and education concur that a student’s motivation to learn will be
impacted by what happens at home. Everyday, a student faces hurdles at school such as divorce, single
parenting, poverty, violence and a host of other problems. Even though some educations make an effort
wo work with kids in less-than-ideal home environments, they are typically unable to achieve much
since parents are frequently unwilling to collaborate with the schools to care for the children. To meet
the needs of 21st century learning, technology must be used in the classroom. For schools that are
already limited for funds, finding the money to integrate computers and other types of technology into
their classrooms may seem like an insurmountable obstacle. Bullying is not a new issue, but it has a
significant influence on many children ability to learn today. Through social media, texting and other
virtual exchanges, technology has offered bullies additional ways afflict their victims. The number of
suicides that can be directly linked to bullying incidents shows that cyberbullying has grown to be a
significant problem for schools since parent, teachers and administrators are confused of how legally
handle such concerns, the challenges is made more difficult by the fact that rules regulation
cyberbullying are still hazy. Teachers also cite student’s attitudes, such as apathy and disrespect for
teachers. Parent involvement, some parents won’t be seen for the entire school year, no matter what
sort of issues might arise. Student health and funding is also a big factor.

6. Serious problems with the K-12 Senior High School Curriculum

As evidence by the actual lack of classrooms, libraries, restrooms and other facilities; textbooks,
modules and other instructional materials; teachers, non-teaching staff, maintenance staff and other
education sector personnel. Educational reforms become more problematic and is prone to ineffective
and inefficient implementations as the government’s limited resources and personnel will be very
stretched. The overall quality of education in the Philippines is poor, stagnant, or even falling; therefore,
the government must emphasize improving facilities and teacher preparation as well as raising
compensation for both teachers and non-teaching staff, particularly those working in public schools. This
eventually cascaded subject from college to senior high school, has led to the removal of vital subjects
such as Filipino, Literature, and Philippine Government and Constitution. In general, the K-12 program’s
anti-tertiary education credo will produce young, passive laborers who will be coerced into accepting
and being permanently bound to low-paying and contractual positions and a time when even many
college graduates are struggling to find good jobs. This will lead to the massive contractualization of
both teaching and non-teaching staff. Considering on the issue on poverty, adding two more years of
high school will undoubtedly put a financial strain on many families at this point, undermining our
people’s rights to an education.

The sudden switch to a 12-year basic education cycle is all the more irrational and, at this point,
baseless because no significant and genuinely democratic consultations with teachers, parents, students
and other stakeholders were held when the K-12 program was being developed and before it was
implemented.

7. Senior High School TVL Issues, Concerns and Interventions During COVID-19 Crisis

Students in senior high school are the ones most negatively impacted by closures due to COVID-19.
Remote learning has been done, for instance using modules, the internet, television, or radio. However,
lack of access to electricity, internet connectivity, devices or media, learning platforms, or inadequate
teacher and student preparation for distance learning frequently limit the amount of learning that can
still occur outside of the classroom, particularly in the Technical-Vocational-Livelihood Track. Due to
competing domestic obligations, such as caring for children and elderly family members and other
household tasks to assist the family financially survive, some students confront additional time
restraints. In low-income setting and among vulnerable learners, remote learning adaptations might be
particularly challenging.

Distance learning is especially difficult due to TVL’s concentration on practical skills and workplace
preparedness. Learning-by-doing, which takes place in school-based workshops and laboratories or
through practical experience through job immersion, is a common way to gain practical skills. When
practical task call for the use of tools or materials that aren’t typically present inside the home, distance
learning approaches are now viewed as a subpar replacement. However, in general, TVL specializations
that largely rely on learning via experience have the most trouble adapting to distance learning.
Specializations that place a greater focus on academic subjects or on job-specific abilities that don’t
need manual labor, on the other hand may be more adaptable to remote learning. The implementation
of work immersion for TVL track is another problem. Work immersion will give SHS TVL students the
chance to practice their skill in real-world setting during a pandemic and in preparation for potential
future disruptions in education.

8. E-readiness of senior secondary school learners to online learning transition

Along with the digital abilities needed to use and navigate online learning materials, online learners
are expected to develop 21st century learning skills including critical thinking, creativity, teamwork, and
communication. The learner-centered paradigm mandates the development of 21st century learning
skills through the acquisition of domain knowledge in the digital age. On the other hand, teachers must
be adept at both traditional classroom instruction and online learning. However, online instruction
differs from classroom instruction. These call on teachers to establish online learning communities,
make extra efforts to engage their students, and carefully consider the resources that, when used,
provide a highly engaging online environment. In order to combat the sensation of isolation that online
learners experience, this is essential.

9. Case Study on The Effectiveness and Challenges of Online Learning for Secondary School
Students

When distance and schedule make on-site learning challenging to impossible, asynchronous
online learning gives students the opportunity to participate in high-quality learning circumstances. If a
student has a computer and an internet connection, they can attend classes form anywhere in the
globe. Additionally, the online approach gives teachers and students with physical disabilities more
freedom to participate in class. The virtual classroom is available every day of the week, all day long.
Another benefit of the online learning approach is time efficiency. The professional juggling job, family,
and study schedules can engage in class discussions thanks to asynchronous communication through
online conferencing tools. A lively exchange between the teacher and the students as well as among the
students themselves is made possible by the online format. Resources and concepts are exchanged, and
the learning process will continually develop synergy. Every student has the opportunity to participate in
class discussions and offer feedback on other students’ work. One of the most distinctive and important
characteristics of the online learning format is the synergy that exist in the student-centered virtual
classroom. In an online course, it is simple to incorporate eminent guest experts or students from other
institutions. In addition, students today have access to information and resources that could be physical
situated anywhere in the world. The se of interactive learning environment is endorsed by the adult
education literature as promoting self-direction and critical thinking. Some teachers have come a long
way in incorporating these ideas into their classroom instructions. However, there are still a lot of class
that rely on lectures and rote memorization of information. Innovative and inventive techniques to
training are even more crucial given that the Virtual Classroom is a semi-autonomous and self-directed
environment.

To succeed in online environment, both students and facilitators need to have a basic
understanding of computers. for instance, they must be capable of using a number of search engines,
feel at ease surfing the World Wide Web, and have a working knowledge of email, newsgroups and FTP
protocols. They cannot succeed online school without these technological capabilities; a student or staff
member who cannot use the system would negatively affect the entire program. A successful online
program needs technology that is trustworthy and easy to use. Even the most advanced technology,
meanwhile, is not always dependable. Unfortunately, the equipment employed in an online program
will break down—the question is just when. Technology is employed as a tool in the learning process
and is meant to below profile when everything is operating. For the mature, self-disciplined student, an
online education can be highly successful alternate medium of instruction, but it is the wrong setting for
learning for those who are more reliant. Asynchronous online learning gives students more control over
their learning process and gives non-traditional students more flexibility in their study schedules, but it
also puts more responsibility on the student. Online instruction is not necessarily a direct reflection of
effective classroom instructions. Any online programs curriculum must be properly crafted in order for it
to be successful. The value of the curriculum and the requirement for trained people to produce it are
frequently disregarded by institutions developing online education programs.

10. Problems Met by the Secondary School Teachers during the Covid 19 Pandemic

The most recent recommendations state that everyone should wear a mask and that desks should
always be at least three feet apart. Students should be six feet apart if they aren’t wearing mask, like
during lunch.

Virtual learning and teaching have benefits and drawbacks. However, this has been one of the
most common educational procedures throughout the past academic year. Today, many students feel at
ease participating in Zoom meetings and using Google Classroom. Remote learning will remain an option
for exhausted families or students who are at danger. Another factor contributing to how easily the shift
has been done is the availability of tools, but even if using too many tools for instructional purposes
there is still a challenge left in terms of reaching out students especially in places where there is no
connections.

While some students struggled with remote learning, others excelled. While some in-person
learners benefited from the decreased class sizes, others were completely unable to attend. Some kids
could require assistance readjusting to usual classroom routines or tasks, such as taking notes, raising
their hands to answer questions, and so forth. The learning gap may have worsened throughout the
pandemic.

In addition, each student's home life is unique. Some pupils do not reside in homes where English is the
primary language or they did not have access to dependable technology or Wi-Fi. Given the intensity of
the pandemic, families of pupils may have experienced severe trauma. For several kids, unfair
restrictions were caused by equity-related issues.

11. Challenges of the Philippine Open High Schools Implementation

There is a shortage of specific training for teachers and teacher advisers on how to keep track of
various learners who are developing at their own unique rates. Certain learning resources (modules)
were out-of-date, deficient, and inadequate. Many teachers received OHSP duties as an additional
teaching load, frequently without receiving any cash remuneration outside of that offered by local
governments or non-governmental groups (NGOs). Many OHS students and their parents did not receive
enough orientation regarding the program's completion timeline. Finally, there are irregularities in the
program's monitoring and evaluation. A nationwide mechanism for consistent, methodical monitoring
and assessment of the program is crucial going forward.

12. Computerization Program of the Secondary Schools

 Technology can significantly alter how students learn. It can support and improve communication
between teachers and students. Teachers should constantly seek out new information, integrate
learning, and alongside their pupils, they are developing new talents. Education leaders must establish a
vision for designing learning experiences that give all students the necessary resources and
encouragement to succeed. However, in order to take use of modern technology in our educational
system and give students with a positive learning experience, teachers must successfully integrate
technology into their lessons. Computerization Program Provide computer laboratory packages to
elementary and secondary schools; Provide e-classroom to elementary and secondary schools; Integrate
Technology in the school system; and Raise the ICT literacy of learners, teachers, and schools’ heads.
 13. Use of Digital Technology in Secondary Schools

Education is required to give kids and teens the skills they'll need in the future, to take into account
informal learning techniques, and to use digital technologies and contemporary pedagogical methods to
address these issues.

Increases Environment Engagement. Although you might believe that technology is merely a
diversion, it can actually support active learning in the classroom. Traditionally dry subjects can be made
dynamic and enjoyable by using technology in your classroom, such as a computer, tablet, or other
electronic device. Incorporates several learning approaches. Since every student in your class is unique,
it might be difficult to modify your lesson plan to suit each one of them. Fortunately, educational
technology can assist you in changing your classes. For instance, Ryan Greene, a Walden University
alumnus with an MS in Instructional Design and Technology, selected online learning to complete his
degree. He now uses his understanding of integrating technology to enhance his classroom. increases
teamwork. Teachers have noticed that when students use technology in the classroom, they tend to
help one another more frequently. When students are divided into small groups, the students who are
more technologically savvy can help their less experienced friends because many technology-based
tasks incorporate other factors, necessitating the need for assistance from peers or the teacher.
Undoubtedly, technology will continue to advance, thus it's critical to modify your teaching methods to
reflect these changes. Greene advises other educators to "take the chance. Try a novel approach. Up
until you give a method or tool a try, you can never really tell how effective it will be. Using technology
in the classroom promotes critical thinking abilities as well. Just jump in.

14. Issues and concerns of the K to 12 Implementation

Learning decline, the loss of prime teaching time. While social-distancing requirements made virtual
school unavoidable, remote classes might remain popular. Distance learning makes sense for various
uses, whether as a strategy that may be applied during emergencies or potential outbreaks or as a way
to increase accessible options for every student. These adjustments can help informing future plans for
addressing various learning needs now that part of the challenging and expensive work of purchasing
equipment and creating platforms is complete. The displacement of teachers, lack of information on the
guidelines for implementations, lack of resource implementations. The main difficulties encountered
during the pandemic were a lack of student engagement and participation (or a lack of parental
support), a lack of technology access for students, worries about the wellbeing of the students, a lack of
face-to-face interactions with the students, a lack of work-life balance, and learning new technology.
Concerning how to better equip teachers for upcoming emergencies, four key topics emerged: (1)
professional development for online learning, (2) technology access, (3) technology training for both
instructors and students, and (4) action plans and communication. Five main topics about teachers'
perceptions of the "new normal" emerged: (1) more online or blended learning; (2) rethinking the norm;
(3) hygiene and social distance; (4) fewer classes and alternative school schedules; and (5) uncertainty
and worries around the "new normal."

15. The Guidance Program Implementation and Issues

The importance of guiding and counseling programs has grown in recent years as a result of the
increased psychological and social difficulties we are currently facing. To help students deal with daily
challenges in light of the incidents of drug abuse and related issues that have led to student indiscipline
and had a disastrous impact on students' personal lives, school structures, and the entire society, this
service should be made available in all educational institutions, with secondary schools in particular.

Although giving someone who needs it guidance and counseling is undoubtedly an excellent
technique to help them, not everyone may be open to the advice. Many people might not follow the
counsel given to them, which could put a barrier in the way of guidance. The right facilities are required
to guarantee the effective operation of guiding and counseling services. It is vital to provide amenities
such a space for advice and counseling, appropriate furnishings, bookcases, and the like. Counseling and
guidance are provided in an environment that is upbeat and inspiring. However, if there are insufficient
facilities, this is impossible. Funds is required to guarantee the adequateness of facilities, yet many
educational institutions experience a lack of funding when

16. Teenage Pregnancy and Issues

Many teenage girls do become pregnant, while the majority do not. Teenage pregnancies come with
added health concerns for the mother and the unborn child. Teens frequently don't receive prenatal
care at an early enough stage, which can cause issues later on. They are more likely to experience
difficulties from high blood pressure brought on by pregnancy. Low birth weight and early birth are risks
for the infant. The recommendations for improving the situation included 1) creating a community-
based strategy that integrates school sex education with parent, church, and community groups, 2)
increasing teenage knowledge of contraception, and 3) offering counseling and supporting the mother's
and father's physical, mental, and emotional well-being, education, and nutrition in order to lower the
rate of low-birth-weight babies and school dropouts. The recommendation to clinicians is to promote
community-based teen pregnancy and childbearing programs, serve the needs of teens by offering
confidential contraceptive information, and provide parents and teenagers with nonjudgmental
information about sexuality, pregnancy, and birth control.

17. Problems encountered by our High School Teachers in Mathematics and Science

The curriculum frequently expands on knowledge acquired in earlier years. A teacher is faced with
the decision of remediation or moving forward and covering stuff the student might not grasp if a
student lacks the necessary prior knowledge. Assignments are frequently simplified to problem-solving,
in contrast to courses where students are required to produce essays or elaborate reports. A teacher
may find it challenging to spot students who are cheating. Teachers need to keep up with the daily
grading of assignments more than educators in many other subject areas, and math teachers frequently
utilize incorrect answers and improper solving approaches to assess whether pupils actually did. A
student is not helped by having a paper returned a few weeks later.

18. Issues and Concerns of the Students at Risk and its Interventions

Issues and concerns of the students at risk and its interventions, first we shout take a good look at
our students, what does a student that is not engaged look like? Characteristics of at-risk students;
unaddressed learning problems, undiagnosed disability, neglect (no one at home to provide basic
necessities, abandon by one or both parents), safety issues (drugs, gangs, abuse in home) poor
performance in class, repeat offender (multiple discipline complaint reports). Academic interventions we
should teach with emotion and universalize that every individual has a unique learning style, explore
what that style is for every student, practice and rehearse all targeted skills. Behavior interventions, stay
calm with a matter-of-fact attitude, allow movement in the class/stretching short breaks. Have student
work in small groups to manage productivity and accountability, develop whole class incentives and also
include prevention interventions (create atmosphere of mutual respect, provide clear and consistent
boundaries, discipline in a formal manner, look for patterns of misbehavior and intervene), classroom
environment (clear expectations with consistent and specific classroom rituals and routines, teach social
skills and allow for rehearsal of these skills).

19. Issues and concerns of our secondary school bel principals before, during and after the
Pandemic

Issues and concerns of our secondary school principals before, during and after the pandemic,
during the pandemic low learning motivation of students, parents’ inability to create a learning
environment at home, and the lack of access to live broadcast from the educational portal, also teachers
were reluctant to teach in live lectures using educational portals for various reasons and their
motivation gradually decreased in the process. Before the pandemic school principals are more focus on
our traditional way of teacher and after the pandemic, school administrator use this as a strength to
make teachers more effective in terms of creating new interactive activities to be more engaging to
students, teachers and parents.