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_e _e _aCobarrubias, Susan L. _d _b4 _u _c0 _q16 |
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_a _aInstructional practices and common problems in implementing inclusive education : _d _bbasis for an integrative model program / _n _cSusan L. Cobarrubias. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axvi, 171 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_3 _30 _b _avolume _2rdacarrier |
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_a _aThesis (Ph.D.)-- Pamantasan ng Lungsod ng Maynila, 2017.;A dissertation presented to the faculty of the College of Education-Graduate Programs in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: The study was conducted to determine the teacher respondents sociodemographic profile as correlates to common problems and current inclusive instructional practices. Twelve (12) elementary public schools that offered inclusive education program from the Division of Manila and Quezon City participated in this study. The mixed method of research was utilized in this study. A survey questionnaire was used to explored and analyzed the teacher-respondents' sociodemographic profile and its relationship to their current inclusive instructional practices and common problems in implementing inclusive program. Likewise, a structural interview was used to support the gathered data. The study a researcher-made questionnaire that was patterned from the Index for Inclusion by Booth and Ainscow, and Kingston (2006) and the enriched experiences of the researcher, and other related literature and studies. The instrument was validated by five (5) panels of experts in Special Education and Curriculum and Instruction and was also subjected to pilot testing. The twelve public elementary schools in the Division of Manila and Quezon City have evaluated inclusive instructional practices and the common problems in implementing the inclusive education program in their respective schools. The study revealed that was in the areas of Curriculum (m-4,15), Teaching Learning Environment (M=4,12) and Source of Support (M=4.07) that participants rated to be evident in current practices in inclusive education. As for the common problems experienced by the participants, it was under the Assessments (M=4,12), Collaboration of School's Teaching and Non-Teaching Staff (M=4,12) and Curriculum modification and accommodation (M=4,16) were seen to be very evident. There is a significant correlation between teaching and learning environment, source of support and physical facilities when grouped according to age, source of support when grouped according to the years of teaching, and teaching and learning environment when grouped according to the years of training. There is a significant difference in curriculum, source of support and capacity building between the participants when grouped according to location. There is a no significant correlation between age, years of teaching and years of training to the participants common problems, but, there is a significant difference between the common problems under assessment and collaboration of Schools teaching staff and non-teaching staff when grouped according to location. The proposed integrative model hopes to improve public elementary schools quality of service delivery in the implementation of the inclusive education program. _u |
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