THE EFFECTIVENESS OF DNCS

INCLUSIVE EDUCATION POLICY

IMPLEMENTATION, READINESS,
CHALLENGES AND
RECOMMENDATION
 INCLUSION EDUCATION

 A PROCESS OF ADDRESSING AND RESPONDING TO THE DIVERSE NEEDS OF ALL

CHILDREN, YOUTH, AND ADULTS THROUGH INCREASING PARTICIPATION IN
LEARNING CULTURES AND COMMUNITIES INVOLVING CHANGES AND
MODIFICATION IN CONTENT, APPROACHES, STRUCTURES AND STRATEGIES, WITH
COMMON VISION THAT COVERS ALL CHILDREN OF APPROPRIATE AGE RANGE
AND CONVICTION SO AS TO STRENGTHEN THE CAPACITY OF EDUCATION SYSTEM
TO REACH OUT TO ALL LEARNERS AND TO ACHIEVE EDUCATION FOR ALL (EFA)
(QUIJANO, 2011).
 INCLUSIVE EDUCATION
• INCLUSIVE EDUCATION IS BECOMING MORE COMMON IN CLASSROOMS TODAY.
AS MORE STUDENTS BECOME INCLUDED IN THE GENERAL CLASSROOM, THERE
IS A NEED FOR SPECIALIZED SUPPORT. ONCE THE NEED FOR SPECIALIZED
CLASSROOM SUPPORT INCREASES, SO DOES THE NEED FOR GENERAL AND
SPECIAL EDUCATION TEACHERS WHO ARE ABLE TO TEACH STUDENTS WITH AND
WITHOUT DISABILITIES IN THE INCLUSIVE ENVIRONMENT (WADE, 2000).
• INCLUSIVE EDUCATION OFFERS MULTIPLE BENEFITS TO LEARNERS, THEIR
FAMILIES, SCHOOLS, AND COMMUNITIES. THAT IS, LEARNERS WITH VARYING
NEEDS WHEN PROVIDED ACCESS IN REGULAR CLASSROOMS DEVELOP THEIR
INDIVIDUAL STRENGTHS AND GIFTS.
 THE OBJECTIVE OF INCLUSIVE EDUCATION
(IE)
• TO SUPPORT EDUCATION FOR ALL, WITH SPECIAL EMPHASIS ON REMOVING
BARRIERS TO PARTICIPATION AND LEARNING FOR GIRLS AND WOMEN,
DISADVANTAGED GROUPS, CHILDREN WITH DISABILITIES AND OUT-OF-SCHOOL-
CHILDREN; THE OVERALL GOAL IS A SCHOOL WHERE ALL CHILDREN ARE
PARTICIPATING AND TREATED EQUALLY.”
 THE OBJECTIVE OF INCLUSIVE EDUCATION
(IE)
• FOR GENERAL EDUCATION STUDENTS, INCLUSION OFFERS THEM A CHANCE TO
LEARN ABOUT DISABILITIES.
• INCLUSION TEACHES STUDENTS HOW TO BE PATIENT, COMPASSIONATE, AND
KIND TO OTHERS.
 BASIS OF INCLUSIVE EDUCATION TO
MAINSTREAM
• POLICY DECISIONS WHICH HAVE LED TO INCREASING INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN
MAINSTREAM SCHOOLS HAVE BEEN INFLUENCED BY INTERNATIONAL DEVELOPMENTS AND
AGREEMENTS SUCH AS THE SALAMANCA STATEMENT ON SPECIAL NEEDS EDUCATION, UNESCO (1994),
THE UN CONVENTION ON THE RIGHTS OF THE CHILD (UN) (1989) AND THE UN INTERNATIONAL
CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (2006).
• THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD (UNCRC) (1989), FOR EXAMPLE,
STATES THAT EVERY CHILD HAS THE RIGHT TO EDUCATION, IRRESPECTIVE OF DISABILITY AND WITHOUT
DISCRIMINATION OF ANY KIND. THE UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH
DISABILITIES (UNCRPD) (2006) EMPHASIZES THE RIGHTS OF PERSONS WITH DISABILITIES TO ACCESS
LIFELONG LEARNING WITHOUT DISCRIMINATION AND ON AN EQUAL BASIS WITH OTHERS, THROUGH
REASONABLE ACCOMMODATION OF THEIR DISABILITIES (MINOU 2011), AND NOT TO BE EXCLUDED
FROM THE MAINSTREAM OF EDUCATION DUE TO THEIR DISABILITY..
 BASIS OF INCLUSIVE EDUCATION TO
MAINSTREAM IN THE PHILIPPINES
• THE PRACTICE OF IE IN PHILIPPINE BASIC EDUCATION IS LARGELY DETERMINED BY
DEPARTMENT OF EDUCATION ORDER NO. 72, S. 2009, AN OUTDATED DIRECTIVE
WHICH DOES NOT SPECIFY A STABLE, CLEAR, AND DEFINITE PROCESS OF INCLUDING
CSN IN THE GENERAL EDUCATION SETTING. A MOVE TO EFFECT HIGH-QUALITY
INCLUSION IN PHILIPPINE SCHOOLS IS SAID TO BE UNDERWAY, BUT AT PRESENT, THE
SPECIAL EDUCATION ACT (PHILIPPINE SENATE BILL 3002), WHICH IS SUPPOSED TO
DETERMINE THE PRACTICE OF INCLUSION IN GENERAL EDUCATION SCHOOLS, IS
STILL UNDER REVIEW AT THE PHILIPPINE SENATE. THE CONTINUED DELAY OF THIS
BILL’S PASSAGE INTO LAW AND WHICH STANDARDS SHOULD BE MET IN ITS
IMPLEMENTATION ARE ISSUES THAT CONTINUE TO DEFY DEFINITIVE RESOLUTION.
 BASIS OF INCLUSIVE EDUCATION TO
MAINSTREAM IN THE PHILIPPINES
THE PRACTICE OF INCLUSIVE EDUCATION IS LARGELY DETERMINED BY DEPARTMENT OF EDUCATION

ORDER NO. 72, S. 2009, AN OFFSHOOT FROM VARIOUS NATIONAL LAWS AND GUIDELINES SUCH AS ART.
IV. SEC 2 WHICH MANDATES THE STATE TO ENCOURAGE NON-FORMAL, INFORMAL AND INDIGENOUS
LEARNING SYSTEMS AS WELL AS LEARNING INDEPENDENT AND OUT OF SCHOOL YOUTH STUDY
PROGRAMS AND TO PROVIDE ADULT CITIZENS, THE DISABLED AND OSY WITH TRAINING ON CIVICS,
VOCATIONAL EFFICIENCY AND OTHER SKILLS; PD 603 (1974) ARTICLE 3 WHICH ACCOUNTS FOR THE
RIGHTS OF THE CHILD AND PROVIDES FOR THE REHABILITATION, SELF-DEVELOPMENT AND SELF-
RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY; AND
ART 1 SEC 5 WHICH STATES THAT THE ULTIMATE GOAL OF SPED SHALL BE THE INTEGRATION OR
MAINSTREAMING OF LEARNERS WITH SPECIAL NEEDS INTO THE REGULAR SCHOOL SYSTEM AND
EVENTUALLY INTO THE COMMUNITY. ANOTHER LAW THAT AIMS TO EFFECT HIGH-QUALITY INCLUSION
IN PHILIPPINE SCHOOLS IS STILL UNDER REVIEW AT THE PHILIPPINE SENATE (SPECIAL EDUCATION ACT
(PHILIPPINE SENATE BILL 3002)
 BASIS OF INCLUSIVE EDUCATION TO
MAINSTREAM IN THE PHILIPPINES
RA 11650 REQUIRES THE ESTABLISHMENT OF AT LEAST ONE SPECIAL EDUCATION
CENTER FOR EACH SCHOOL DIVISION AND ATLEAST THREE SPED CENTERS IN BIG
SCHOOL DIVISIONS FOR CHILDREN WITH SPECIAL NEEDS CREATING THE
IMPLEMENTING MACHINERY THEREOF, PROVIDING GUIDELINES FOR
GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVE SUPPORT, AND
OTHER PURPOSES (SPECIAL EDUCATION ACT, 2008).
 OBJECTIVES OF THE STUDY
THIS STUDY SOUGHT TO FIND OUT THE VIEWS OF TEACHERS ON
INCLUSIVE EDUCATION; THE PROBLEMS THAT TEACHERS FACE IN
INCLUSIVE EDUCATION; WAYS TO MANAGE THE DIFFICULTIES IN
HANDLING INCLUSIVE CLASSES; AND INTERVENTIONS FOR THE
IMPROVEMENT OF INCLUSIVE EDUCATION IN THE DARAGA NORTH
CENTRAL SCHOOL.
 SPECIFIC OBJECTIVES:
• TO DETERMINE THE CHALLENGES EXPERIENCED BY TEACHERS INVOLVED WITH
INCLUSIVE EDUCATION.
• TO IDENTIFY CHALLENGES FACED BY STUDENTS WHO PARTICIPATED IN
INCLUSIVE EDUCATION.
• TO DISCOVER THE CHALLENGES FACING THE MANAGEMENT OF INSTITUTIONS
OFFERING INCLUSIVE LEARNING.
 ASSUMPTIONS/HYPOTHESIS
• THERE IS A CHALLENGES BEING EXPERIENCED BY TEACHERS IN AN EXCLUSIVE
EDUCATION AT DNCS.
• THERE IS A CHALLENGES FACED BY STUDENTS IN AN INCLUSIVE EDUCATION
ELEMENTARY SCHOOL.
• THERE IS CHALLENGES ON THE PART OF INSTITUTIONS PARTICULARLY IN DNCS.
 SIGNIFICANCE OF THE STUDY
• AT PRESENT, THE ENTIRE PHILIPPINE EDUCATION SYSTEM IS LACKING IN THE
KNOWLEDGE AND RESOURCES REQUIRED FOR HIGH-QUALITY INCLUSION. TO GIVE
STAKEHOLDERS IN INCLUSIVE EDUCATION AN UNDERSTANDING OF HOW INCLUSION IS
CONCEPTUALIZED AND APPLIED IN RURAL SETTINGS, THIS STUDY PRESENTS AN
EVIDENCE-BASED PICTURE OF HOW INCLUSIVE EDUCATION IS BELIEVED TO BE
CONDUCTED IN DARAGA NORTH CENTRAL SCHOOL. THE STAKEHOLDERS WILL BE
INFORMED ABOUT WHERE TO START AND WHICH SPECIFIC PRACTICES TO PROMOTE
AND MAKE AVAILABLE IF THEY WISH TO FACILITATE THE DEVELOPMENT OF A JUST AND
DURABLE INCLUSIVE EDUCATION IN THE RURAL AREAS BECAUSE THIS STUDY
IDENTIFIES KEY CONCEPTS OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN
DARAGA NORTH CENTRAL SCHOOL AS INDICATED BY THE TEACHERS' PERCEPTION.
GENERAL EDUCATION TEACHERS WILL LIKEWISE BENEFIT FROM THIS STUDY IN THAT
THIS RESEARCH SUGGESTS PROCEDURES THAT MAY BE CONSIDERED IN THE
IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PHILIPPINES. FINDINGS FROM THIS
STUDY WILL ALSO BE HELPFUL TO GENERAL EDUCATION INSTRUCTORS BECAUSE IT
OFFERS SUGGESTIONS FOR PRACTICES THAT MIGHT BE USED TO IMPLEMENT INCLUSIVE
 METHODOLOGY

A QUALITATIVE–QUANTITATIVE METHOD OF INQUIRY WAS EMPLOYED TO

ANSWER THE PROBLEMS IN THIS STUDY. USING A CUSTOMIZED SURVEY
QUESTIONNAIRE, DATA WERE COLLECTED FROM RESPONDENTS OR PARTICIPANTS
WHO HAVE FIRSTHAND KNOWLEDGE OF AND EXPERIENCE IN INCLUSIVE SCHOOLS
IN DARAGA, ABAY, IN THIS STUDY, THE DARAGA NORTH CENTRAL SCHOOL.
PARTICIPANTS INCLUDE: INCLUSIVE SCHOOLTEACHERS, INCLUSIVE SCHOOL
ADMINISTRATORS, AND PARENTS WHOSE CSN ARE ATTENDING INCLUSIVE
SCHOOLS.
 RESEARCH DESIGN

 THE GOAL OF THIS QUALITATIVE STUDY WAS TO EXPLORE HOW TEACHERS

ASSESS CHILDREN WITH DISABILITIES IN REGULAR PRIMARY CLASSROOMS IN
DARAGA NORTH CENTRAL SCHOOL. GENERALLY, QUALITATIVE RESEARCH AIMS
TO GAIN INSIGHT AND EXPLORE THE DEPTH, RICHNESS, AND COMPLEXITY
INHERENT IN THE PHENOMENON (CRESWELL, 2007; PUNCH, 2009; GRIX, 2010).
 THE MAIN GOAL OF QUALITATIVE RESEARCH IS TO UNDERSTAND THE SITUATION
THAT IS BEING INVESTIGATED FROM THE PARTICIPANT’S PERSPECTIVE RATHER
THAN THE RESEARCHER’S PERSPECTIVE - THIS IS REFERRED TO AS THE ‘EMIC’,
OR INSIDER’S PERSPECTIVE (HANCOCK AND ALGOZZINE, 2006).
 RESEARCH DESIGN

THIS STUDY ALSO EMPLOYED THE QUANTITATIVE RESEARCH APPROACH USING

SURVEY AS A DESIGN. THE SURVEY WAS USED TO COLLECT DATA AND DESCRIBE
SYSTEMATICALLY THE PERCEPTION OF TEACHERS ON THE IMPLEMENTATION OF
IE. DESCRIPTION WAS USED TO ANALYZE FACTS AND CHARACTERISTICS OF A
GIVEN POPULATION.
 RESEARCH INSTRUMENT

THE RESEARCH INSTRUMENT ALLOWED FOR THE GATHERING OF QUANTITATIVE

AND QUALITATIVE DATA TO ANSWER THE RESEARCH QUESTIONS FOR THIS
STUDY. THE INSTRUMENT USED WAS ONE CUSTOMIZED SURVEY QUESTIONNAIRE
ANSWERED BY ALL THE PARTICIPANTS. THE SURVEY ITEMS ARE SUBDIVIDED
INTO STATEMENTS REGARDING THE PARTICIPANTS’ KNOWLEDGE OF AND THEIR
INVOLVEMENT IN IE.
 RESEARCH INSTRUMENT

• EACH SURVEY ITEM IN THE QUESTIONNAIRE IS FOLLOWED BY AN INSTRUCTION AND/OR OPEN-

ENDED QUESTIONS THAT ARE TO BE ADDRESSED BY THE RESPONDENTS IN ORDER TO DESCRIBE,
CLARIFY, JUSTIFY, AND/OR EXPLAIN THEIR ANSWERS TO THE SURVEY ITEMS. THIS FEATURE OF
THE INSTRUMENT MADE IT POSSIBLE TO GATHER DATA THAT COULD BE CITED AS ADDITIONAL
EVIDENTIAL SUPPORT FOR THE GENERAL FINDINGS AND OBSERVATIONS IN THIS STUDY. THE
OPEN-ENDED QUESTIONS IN THE SURVEY INSTRUMENTS WERE PREPARED AND DEVELOPED
WITH THE ADVICE OF A FULL PROFESSOR OF SPECIAL EDUCATION AND ASSISTANCE FROM A
JURY OF FOUR SPECIAL EDUCATION EXPERTS (PHD HOLDERS) WHO COMMENTED ON THE FIRST
DRAFT OF THE INSTRUMENT. THE FINAL INSTRUMENT WAS DEVELOPED AFTER A PILOT
INTERVIEW WAS CONDUCTED WITH TWO PARENTS OF SCHOOLCHILDREN WITH SPECIAL NEEDS,
TWO INCLUSIVE SCHOOLTEACHERS OF CSN, AND TWO INCLUSIVE SCHOOL ADMINISTRATORS.
 RESEARCH INSTRUMENT

• TO SECURE THE INFORMED CONSENT OF THE RESPONDENTS OR PARTICIPANTS IN

THIS STUDY, THE CUSTOMIZED SURVEY QUESTIONNAIRE OPENS WITH A LETTER
DESCRIBING THE STUDY. THE RESPONDENTS WERE INSTRUCTED THAT THEY
WERE FREE NOT TO PARTICIPATE IN THE STUDY AND SHOULD THEY ANSWER THE
SURVEY INSTRUMENT, THEY WERE ASSURED THAT THEIR AND THEIR SCHOOLS’
IDENTITIES WOULD BE TREATED WITH UTMOST CONFIDENTIALITY.
 RESEARCH INSTRUMENT

• THE CUSTOMIZED SURVEY QUESTIONNAIRE WAS DEVELOPED FROM A SET OF OPEN-

ENDED INTERVIEW QUESTIONS THAT HAVE BEEN SUBJECTED TO A SERIES OF REVISIONS
ACCORDING TO THE COMMENTS OF A SPECIAL EDUCATION PROFESSOR AND A JURY OF
EXPERTS. IN THE FINAL INSTRUMENT, RESPONDENTS WERE ASKED TO RATE THEIR
AGREEMENT OR LACK OF AGREEMENT ON THE ITEMS REGARDING THEIR KNOWLEDGE
OF AND INVOLVEMENT IN IE. THE RESPONDENTS WERE INSTRUCTED THAT THEY MIGHT
EXPLAIN OR SUBSTANTIATE THEIR ANSWERS TO THE SURVEY ITEM. THIS QUALITATIVE
FEATURE OF THE SURVEY INSTRUMENT WAS ADDED IN ORDER TO ENSURE CLARITY IN
THE ANSWERS OF RESPONDENTS, AND TO GIVE THEM THE OPPORTUNITY TO DESCRIBE,
CLARIFY, QUALIFY, JUSTIFY, AND/OR EXPLAIN THEIR ANSWERS TO THE SURVEY ITEMS.
 RESEARCH INSTRUMENT

• THIS STUDY UTILIZED AN INTERVIEW GUIDE AS INSTRUMENT TO GATHER THE

RESPONDENTS' PROFILE ALONG AGE, SEX, HIGHEST EDUCATIONAL ATTAINMENT,
YEARS IN THE TEACHING SERVICE, AND RELATED TRAINING ATTENDED ON
INCLUSIVE EDUCATION SPECIFICALLY, IT ASKED THE PARTICIPANTS ABOUT
THEIR PERCEPTIONS ON INCLUSIVE EDUCATION, AS WELL AS THEIR ATTITUDES,
SENTIMENTS, CONCERNS/PROBLEMS ENCOUNTERED IN HANDLING LEARNERS
WITH EXCEPTIONALITIES, HOW DID THEY ADDRESS OR SOLVE THE DIFFICULTIES
THEY HAVE EXPERIENCED, AND THEIR SUGGESTIONS TO IMPROVE INCLUSIVE
EDUCATION.
 DATA GATHERING PROCEDURE

 THE RESEARCHERS TO COORDINATED TO THE PRINCIPAL OF DARAGA NORTH

CENTRAL SCHOOL AND REQUESTED THE LIST OF LEARNERS WHO WERE
DIAGNOSED WITH SPECIAL CASES. SPECIAL NEEDS STUDENTS IN THE SCHOOL
INCLUDE PSYCHOSOCIAL, MILD AUTISM, COMMUNICATION DISORDER, PHYSICAL
DISABILITY, HEARING, AND VISUAL IMPAIRMENT. A VISIT TO THE TEACHERS
INVOLVED WAS DONE AND THE RESEARCHER INTRODUCED HIMSELF TO SCHOOL
PRINCIPAL.
 DATA GATHERING PROCEDURE
 THE RESEARCHER SOUGHT THE PERMISSION OF THE ACADEMIC HEADS AND THE
TEACHERS. CONCERNED TEACHERS WERE BRIEFED ABOUT THE RESEARCH
STUDY. APPOINTMENTS WERE MADE WITH THE TEACHERS AND THE INTERVIEW
DURATION WAS SPELLED OUT. THE PARTICIPANTS' FREELY STATED THEIR
AVAILABLE TIME FOR THE INTERVIEW. THE RESEARCHER ENSURED THAT
CONSENT FORMS WERE GIVEN AND FILLED BY THE PARTICIPANTS.
 DATA GATHERING PROCEDURE
 BEFORE THE INTERVIEW, THE PARTICIPANTS WERE REMINDED THAT THEY HAD
THE CHOICE TO CONSENT TO THE INTERVIEW, THAT THEY COULD HAVE REFUSED
TO ANSWER ANY QUESTION AND THAT THEY ONLY NEEDED TO ANSWER TO THE
EXTENT THAT THEY WERE COMFORTABLE. THEY WERE GIVEN A CHOICE TO STOP
THE INTERVIEW AT ANY TIME OR DECLINE THE INTERVIEW. RESPONDENTS HAVE
UNDERGONE A SEMI-STRUCTURED INTERVIEW, THUS, THE CONCEPT OF
SATURATION WAS EMPLOYED.
 RESPONDENTS OF THE STUDY
 A TOTAL SAMPLE OF STUDENTS WITH SPECIAL DISABILITY, TEACHERS, AND
PARENTS OF SPECIAL DISABILITY WERE USED TO COMPLETE THE STUDY.
APPROVAL FROM THE PRINCIPAL OF DARAGA NORTH CENTRAL SCHOOL WAS
GRANTED TO PERFORM RESEARCH AND USE STUDENT FILES. NO STUDENTS’
NAMES WERE USED IN THE PROCESS. I DID NOT SPEAK WITH ANY STUDENTS
THROUGHOUT THE PROCESS. I ONLY LOOKED AT DOCUMENTS TO SECURE IEP
GOAL PROGRESS AND PROGRESS MONITORING SCORE PROGRESS. I DID NOT USE
ANY NAMES FOR THE STUDY OR SPEAK WITH ANY STUDENTS. STUDENTS WILL BE
ASSIGNED A NUMBER E.G., "SUBJECT 001" INSTEAD OF USING NAMES. A MASTER
CODED LIST WAS KEPT SEPARATE FROM THE DATA COLLECTION INSTRUMENT.
 RESPONDENTS OF THE STUDY
• THEY HAVE BEEN DIVIDED INTO THE FOLLOWING GROUPS: PARENTS WHOSE CSN
ARE ATTENDING INCLUSIVE SCHOOLS; INCLUSIVE SCHOOLTEACHERS; AND
INCLUSIVE SCHOOL ADMINISTRATORS. PARTICIPANTS ARE INCLUSIVE
SCHOOLTEACHERS, ADMINISTRATORS, AND PARENTS WHO SEND THEIR CSN TO
INCLUSIVE SCHOOLS IN DARAGA NORTH CENTRAL SCHOOL. NAMES OF
PARTICIPANTS AND SCHOOLS ARE NOT MENTIONED IN THIS ARTICLE FOR
ETHICAL AND PRIVACY REASONS. INSTEAD, EACH PARTICIPANT WAS GIVEN A
NUMBER CODE (SAME AS THEIR ID NUMBER) AND ARE REFERRED TO AS “P” PLUS
THEIR NUMBER CODE.
 RESPONDENTS OF THE STUDY
• A SURVEY FORMS WILL BE COLLECTED FROM TEACHERS, STUDENTS AND
PARENTS OF CHILDREN WITH DISABILITY. CONTACT PERSONS IN THESE
INSTITUTIONS WERE REQUESTED TO FACILITATE THE DISTRIBUTION AND
COLLECTION OF THE CUSTOMIZED SURVEY INSTRUMENTS TO THE INCLUSIVE
CLASSROOM TEACHERS, ADMINISTRATORS, AND PARENTS OF CSN. THERE WERE
SURVEY FORMS ANSWERED BY PARTICIPANTS WHO WERE IDENTIFIED THROUGH
REFERRALS. THE REST OF THE SURVEY FORMS WERE ANSWERED BY IN-SERVICE
INCLUSIVE SCHOOLTEACHERS, INCLUSIVE SCHOOL ADMINISTRATORS, AND
PARENTS OF CSN WHO WERE THEN ATTENDING DIFFERENT GRADUATE CLASSES
IN A TEACHER EDUCATION INSTITUTION IN DARAGA NORTH CENTRAL SCHOOL.
QUESTIONNAIRE
QUESTIONNAIRE
QUESTIONNAIRE
QUESTIONNAIRE
THANK YOU!!!