01590nam a22001937a 45000010005000000030006000050050017000110080041000280400010000690820020000791000023000992450149001222600048002715020018003195200966003376500036013036500032013396500025013719757OCLRC20260730103752.0230131t        xxu||||| |||| 00| 0 eng d  aOCLRC  aT 370 2018 339   aMendoza, Hiedie D.  aImpact of inclusive education on classroom keyplayers in a mainstreamed school:bcontextualizing integrated training design/cHiedie D. Mendoza.  aParañaque City:bOlivarez College,c2018.  aMaster Thesis  aThis 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.  aContextualized training design.  aLearner with special needs.  aMainstreamed school.