Mainstreaming Learners with Special Educational Needs (LSENS) advocates for equal access to quality education for all, regardless of ability, status, race, or capacity. This study addressed the success and drawbacks of mainstreaming deaf learners in the regular TVL-ICT class.
The research design was a case study approach with a thematic analytic component. The research utilized unstructured questionnaire during interviews and focus group discussions with the participants. It focused on deaf learners integrated in the Senior High School Program at Manila High School located inside Intramuros, Manila. Anchored on DepEd Order No. 72 s. 2009, mainstreaming LSENS in the SHS program includes Child Find, Assessment, Program Option, Curriculum Modification, and Parental Involvement. It emphasizes coordination, collaboration, assessment strategies, flexibility, parental involvement, and effective teaching strategies in inclusive classrooms. The mainstreaming of LSENS was successful due to institutionalization, cooperation between educators and parents, regular observation, peer acceptance, and various teaching techniques, as well as harmonious relationships and teacher sacrifices. However, the study revealed challenges including insufficient teacher training, poor communication, inadequate relationships with other schools, and low self-confidence, absenteeism, and scarce resources.
Table of Contents
1. THE PROBLEM AND ITS BACKGROUND
Introduction
Background of the Study
Theoretical Framework
Statement of the Problem
Objective of the Study
Significance of the Study
Scope and Limitations of the Study
Definition of Terms
2. Review of Related Literature and Studies
History of Special Education in the Philippines
Legal Bases of Special Education in the Philippines
Child Find
Assessment
Program Options
Curriculum Modifications
Parental Involvement
Successes of Inclusive Program
Limitations of Inclusive Programs
Synthesis
3. Methodology
Research Design
Research Locale
Respondents of the Study
Participants Selection
Research Instrument
Data Gathering Procedures
Ethical Consideration
Data Analysis
4. Presentation, Analysis and Interpretation of Data
Sub-heading 1-Mainstreaming LSENs in SHS Program
Child Find and Themes
Assessment and Themes
Program Options and Themes
Curriculum Modifications and Themes
Parental Involvement and Themes
Sub-heading 2- Successes of Mainstreaming LSENs in SHS Program
Initial Phase Themes
Transition Phase Themes
Inclusion Phase Themes
Sub-heading 3 - Drawbacks of Mainstreaming LSENs in SHS Program
Initial Phase Themes
Transition Phase Themes
Inclusion Phase Themes
Sub-heading 4-Policy Recommendations for Inclusive Education
Narrative Cases Among Deaf Learners
5. Summary, Conclusions and Recommendations
Summary
Conclusions
Recommendations
Research Objectives and Key Topics
This study aims to investigate the successes and drawbacks of mainstreaming Learners with Special Educational Needs (LSENs) within the Senior High School program at Manila High School. The primary objective is to evaluate the effectiveness of inclusive education implementation, covering key operational aspects, to formulate evidence-based policy recommendations for future development.
- Mechanisms for identifying and assessing LSENs (Child Find and Assessment).
- Evaluation of inclusive program options and curriculum modifications.
- Analysis of parental involvement in the educational journey of LSENs.
- Challenges and successes across the Initial, Transition, and Inclusion phases.
- Formulation of policy recommendations based on participant feedback from teachers, administrators, and deaf learners.
Auszug aus dem Buch
Introduction
Special education involves educating individuals with disabilities by placing them in specialized schools or classes where targeted interventions can be implemented effectively.
Since its inception, this concept has faced criticism, but it has also been regarded as a viable way to ensure universal access to education. The perception of special education has shifted towards its exclusionary nature, rather than its inclusive role in society and provision of high-quality education for children with disabilities. Therefore, marginalization continues to be perceived as a result of special education procedures. According to Florian (2019), this is referred to as a self-perpetuating loop resulting from the application of specialized education, that safeguards rights inadvertently lead to the creation of social stigma.
Summary of Chapters
1. THE PROBLEM AND ITS BACKGROUND: This chapter contextualizes the study, defines the research problem, and introduces the theoretical framework of constructivism as the basis for inclusive education.
2. Review of Related Literature and Studies: This section covers the history, legal foundations, and best practice models for special and inclusive education in the Philippines.
3. Methodology: This chapter details the case study research design, the selection of the research locale, participant criteria, and instruments such as interviews and focus group discussions used for data collection.
4. Presentation, Analysis and Interpretation of Data: This section presents findings categorized by sub-headings on the implementation, successes, and drawbacks of the mainstreaming program, alongside participant narratives.
5. Summary, Conclusions and Recommendations: This concluding chapter synthesizes the research findings and provides actionable policy recommendations for enhancing inclusive education in Senior High School programs.
Keywords
Inclusive Education, Mainstreaming, Learners with Special Educational Needs, LSENs, Senior High School, Child Find, Curriculum Modification, Parental Involvement, Deaf Learners, Special Education, SPED, Case Study, Constructivism, Policy Recommendations, Manila High School.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the successes and drawbacks of mainstreaming Learners with Special Educational Needs (LSENs), specifically hearing-impaired students, within the Senior High School program at Manila High School.
Which specific themes are addressed?
The study examines child find procedures, learner assessment, program options, curriculum modifications, and the level of parental involvement.
What is the main research objective?
The goal is to provide a basis for drafting policy recommendations for inclusive education by investigating the multi-phase implementation process—initial, transition, and inclusion stages.
Which methodology was applied?
The study utilizes a qualitative case study approach with thematic analysis, incorporating triangulation from interviews and focus group discussions with students, teachers, and an administrator.
What does the main body explore?
The main body presents qualitative data from participants regarding their practical experiences with mainstreaming, categorized into operational facets and implementation phases, followed by discussions on policy implications.
What defining keywords characterize this work?
Key terms include Mainstreaming, LSENs, Inclusion, Curriculum Modification, and Policy Recommendations.
Why are teacher-made materials significant in the findings?
Participants highlighted that since formal references are sometimes lacking, teacher-made materials are crucial for bridging gaps, simplifying complex concepts, and ensuring deaf students can keep up with the regular curriculum.
How does the study conclude regarding parental involvement?
The study identifies parental involvement as a cornerstone of success, yet notes obstacles such as the lack of sign language proficiency among parents and financial difficulties, which require targeted support and training.
What is the role of the "Transition Phase" in the findings?
The Transition Phase is highlighted as a critical period where regular observations and the acceptance of hearing-impaired learners by their peers determine the social and academic success within the mainstream environment.
- Arbeit zitieren
- Jessica Calisagan (Autor:in), 2024, Success and Drawbacks of Mainstreaming Learners with Special Educational Needs (LSENs) in the Senior High School Program. Basis for Policy Recommendation in Inclusive Education, München, GRIN Verlag, https://www.grin.com/document/1485724
