This thesis is intended to identify the pedagogical approaches of teachers being used in the inclusive education setting.
In this study, the researcher examined the lived experiences of the eight (8) teachers in Mariano C. San Juan Elementary School located in Cardona Rizal regarding pedagogical approaches they use in an inclusive education setting. Thematic analysis was used to transcribe the data gathered with the help and guidance of a validator. Themes derived in this study were, A challenging Behavior, Teachers Emotion, Teachers Perception, Accommodating the Learners' Needs, The Big Progress, Placement, The Learners' Psychosocial and Socio-Emotional Domain Improvements, Seminars and Training for Improvements, Broader knowledge and Understanding of Special Education, and The Important Process of Inclusion Program.
Inclusive education is one of the most current trends in the special education program. It also amplified the call for inclusive education since the president of the Philippines signed the law about implementing inclusive education last March 11, 2022. However, before the trends and passing of the law about inclusive education, the Department of Education is already practicing the inclusive education program in the Philippines by including the learners with special needs who can cope with other typically developing pupils when it comes to domains such as cognitive and psychosocial behavior.
Table of Contents
CHAPTER I THE PROBLEM
Introduction
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitations of the Study
Definition of Terms
CHAPTER II: REVIEW RELATED LITERATURE AND STUDIES
Related Literature and Studies
Synthesis
Theoretical Framework
Conceptual Framework
CHAPTER III: RESEARCH METHODOLOGY
Research Design
Local of the Study
Participants of the Study
Research Instruments
Data Collection
Data Analysis
Ethical Consideration
CHAPTER IV; PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents
Research Question 1
A challenging Behavior
Research Question 2
Teachers' Emotion
Research Question 3
Teachers' Perception
Research Question 4
Accommodating the Learners' Needs
Research Question 5
The Big Progress
Research Question 6
Placement
Research Question 7
The Learners' Psychosocial and Socio-Emotional Domain Improvements
Research Question 8
Seminars and Training for Improvements
Research Question 9
Broader knowledge and Understanding of Special Education
Research Question 10
The Important Process of Inclusion Program
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
Summary of Findings
Discussion
Conclusion
Recommendations
Research Objectives and Thematic Scope
This study aims to investigate the pedagogical approaches utilized by general education teachers in an inclusive education setting at Mariano C. San Juan Elementary School. It specifically focuses on identifying these approaches, their implementation, their effects on learners with special needs, and proposes an enhanced program for inclusive education in public schools.
- Analysis of pedagogical approaches used by general education teachers for inclusive settings.
- Examination of the lived experiences and emotional challenges faced by teachers handling learners with disabilities.
- Evaluation of the impact of inclusive strategies on the academic and psychosocial development of learners.
- Formulation of recommended inclusive education programs aligned with Republic Act 11650.
Excerpt from the Book
A Challenging Behavior
This theme on a challenging behavior came out outstanding from the face-to-face interview data gathered. This theme showed that teachers who are receiving learners with special education needs in a typical/regular classroom setting are in need of the behavioral strategies to cater the learners which are coming from the special education program. All eight (8) teachers interviewed by the researcher showed big interest in understanding and learning the appropriate behavioral management to be used to the learners with special education needs. These teachers were able to point out this need for them to be more effective in handling these learners. A Challenging behavior emerge since all the respondents point out the concern about how they will handle the behavior of these learners.
Challenging behaviour is any behaviour that someone displays that is a challenge for others to manage and/or puts the young person or others at risk. Lots of young people with learning disabilities have behaviours that challenge. There are lots of different types of challenging behaviour and behaviours that one person finds challenging another person may not.
Examples of common challenging behaviour: Aggression (e.g. hitting, kicking, biting), Self-injurious behaviour (e.g. head banging, biting self, hitting self), Shouting/swearing, Sexualised behaviour in public, Throwing items/breaking things, Soiling/smearing
Positive Behaviour Support (PBS) can be a useful framework for thinking about challenging behaviour. It is a person-centered approach which has been recommended for people with LD. It is based on the principle that ‘All behaviour happens for a reason’ and we need to find the reasons or ‘functions’ for each individual in order to reduce that behaviour. (Royal, 2018)
Chapter Summaries
CHAPTER I THE PROBLEM: Provides the introduction, background, and research questions regarding the implementation of inclusion in public schools.
CHAPTER II: REVIEW RELATED LITERATURE AND STUDIES: Analyzes existing academic literature and statutory mandates relative to inclusive education policies and pedagogical strategies.
CHAPTER III: RESEARCH METHODOLOGY: Details the qualitative case study design, selection of participants, and data collection procedures used.
CHAPTER IV; PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA: Presents the findings regarding teacher experiences, challenges with behavior, and the strategies utilized in inclusive classrooms.
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS: Synthesizes the core findings and proposes strategic improvements for future inclusive education programs.
Keywords
Inclusive Education, Pedagogical Approaches, Special Education (SPED), General Education Teachers, Behavior Management, Learners with Special Needs, Classroom Inclusion, Qualitative Research, Professional Training, Psychosocial Improvement, Academic Development, Republic Act 11650, Case Study, Teaching Strategies, Learner-Centered Pedagogy.
Frequently Asked Questions
What is the core focus of this thesis?
The thesis focuses on determining the specific pedagogical approaches used by general education teachers who handle learners with special needs in a regular public classroom setting.
What are the primary themes discussed in the research?
Key themes include managing challenging behaviors, teacher emotions and perceptions, instructional strategies for accommodation, and the overall progression and psychosocial improvements of the learners.
What is the primary objective of this study?
The primary objective is to investigate pedagogical practices to help teachers effectively manage inclusive classrooms and to propose an educational program anchored in the Philippine Republic Act 11650.
What research methodology was employed?
The study utilized a qualitative phenomenological case study approach involving face-to-face interviews with eight receiving teachers at Mariano C. San Juan Elementary School.
What topics are covered in the main body?
The main body examines teacher lived experiences, the necessity of behavioral management, teaching competencies, and the effectiveness of inclusive setups in fostering academic and social development.
Which keywords define this work?
Inclusive education, pedagogical approaches, behavior management, and teacher professional development are the foundational keywords of this research.
How do general education teachers adapt their classroom strategies for special needs learners?
Teachers adapt through techniques like seat placement, peer tutoring, individual remediation, and simplified behavioral modification, often derived from mentorship by special education practitioners.
What role does Republic Act 11650 play in this research?
The researcher uses RA 11650 as a legal framework to evaluate existing practices and to develop a recommended inclusive education program that aligns with current national standards.
- Arbeit zitieren
- Nazarene Delos Santos (Autor:in), Prof. Catherine R. Dolz (Autor:in), 2022, Pedagogical Approaches of Teachers in the Implementation of Inclusive Education Program for the Learners, München, GRIN Verlag, https://www.grin.com/document/1357234
