Inclusive education in the Philippines : through the eys of teachers, administrators, and parents of children with special needs / Michael Arthurs G. Muega 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Social Science Diliman (12:1): January-June 2016. pp.5-28 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Children with Special needs -- Inclusive Education -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | H1.So13.2016 (Browse shelf) | Available | PER2040A |
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ABSTRACTS: This article is a study on the knowledge and involvement of schoolteachers, school administrators, and parents of children with special needs (CSN) in the implementation of inclusive education (IE). One set of research questions was aimed at determining the participants concepts of IE and how they are involved in its practice. The othe rset of questions was aimed at finding whether there is a significant difference among the answers given by the participant groups regarding their concept of and involvement in IE. The problems related to IE were approached using grounded theory and quantitative analysis. Utilizing a modified survey questionnaire, data was collected from 91 participants who have firsthand knowledge of and experience with inclusive schools located in Quezon City, Metro Manila, Philippines. Research hypotheses were tested after open coding had been completed and each qualitative research question answered. It has been found that the participants neither question nor resist the practice of inclusion in their respective general education settings. They admit, however that they are not sure whether their understanding of IE conforms to widely accepted definitions. The participants are in doubt wheter their claimed practices are potent enough to be responsive to the requirements of high-level inclusive education. No significant difference was noted among the participants mean scores in the survey of their knowledge of IE and involvement in IE. 56
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