000			02688nam a22002417a 4500
003			CHED
005			20250321115127.0
008			250312b |||||||| |||| 00| 0 eng d
040			_cCommission on Higher Education
100	1	0	_aBarnido, Jeremy B.
245	1	4	_aThe implementation of inclusive education in a public national high school _b : viewpoints of english language teachers in focus _c / Jeremy B. Barnido
260			_aDavao City _b : University of the Immaculate Concepcion _c,2018.
300			_axi; 156 pages _e27 x 21cm.
500			_aThesis (Master of Arts in Education major in English) -- University of the Immaculate Concepcion,April2018.
520	3		_aThe purpose of this phenomenological study was to explore the experience that shaped the viewpoints of English language teachers who had facilitated inclusive classrooms on the implementation of Inclusive Education (IE) in a public national high school in Panabo City. To gather the necessary data, 12 English language teachers were purposefully identified and were invited for the in-depth interview and focus group discussion. By employing thematic analysis, various themes surfaced. The challenges encountered by the English teachers were lack of educational preparation and trainings, dearth of instructional materials and classroom management strategies, insufficient orientation, teacher's heavy workload, communication barriers, sentiments on class population and diversity of learners, and teacher's emotional attachment and admiration to selected learners with exceptionality. They coped with the challenges met by communicating through secondary channels, advocating values of acceptance, understanding, and tolerance, employing practical teaching strategies to promote increased student involvement and exerting extra effort. The insights that they shared include their personal understanding of inclusive education, recommendations to intensify the implementation of the program, realizations and positive change of attitude and perspective, passion for teaching, parent's vital role, and that maximum tolerance should be practiced. With these results, it was found out that teachers developed positive attitude towards IE if conditions were right.
650	1	0	_aInclusive education
650	2	0	_aPublic schools
650	2	0	_aEnglish language _xStudy and teaching
650	2	0	_aTeachers, English language
856	4	0	_uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=a2db325089045d5e9807b25d919a22f6 _zAbstract
856	4	0	_uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=5c638120dab3c5e69b3a0f8f1b618a66 _zTable of Contents
942			_2lcc _cCHEDFR _n0
999			_c7404 _d7404