Impact of inclusive education on classroom keyplayers in a mainstreamed school: (Record no. 9757)

000 -LEADER
fixed length control field 01654nam a22002177a 4500
001 - CONTROL NUMBER
control field 9757
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103752.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2018 339
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Mendoza, Hiedie D.
245 ## - TITLE STATEMENT
Title Impact of inclusive education on classroom keyplayers in a mainstreamed school:
Sub Title contextualizing integrated training design/
Statement of responsibility, etc. Hiedie D. Mendoza.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2018.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study endeavored to determine the significance and impact of inclusive education on classroom key players, how they perceived its implementation and the challenges confronted by the respondents. It utilized quantitative descriptive research design using researcher- modified survey questionnaire among 27 teachers, 400 regular students and 36 learners with special needs from Tagaytay City Central School, City of Tagaytay. Results showed that Inclusive education has great impact on teachers and regular students while only moderate impact on learners with special needs although they have positive attitude towards it. Contextualized integrated training was considered as intervention to address identified concerns from each of the key players of the program. Keywords: Inclusive education, key players, learner with special needs, mainstreamed school, regular students, teachers, contextualized training design, City of Tagaytay District, DepEd.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Contextualized training design.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Learner with special needs.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Mainstreamed school.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2018 339
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 2018 339 07/30/2026 07/30/2026 Theses/Dissertation