000			02031nam a22002177a 4500
001			10278
003			OCLRC
005			20260730103807.0
008			230216t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2019 0055
100			_aBeatingo, Judy Ann B.
245			_aInclusiveeducatwork: _baddressing the impact of inclusive education through buddy-buddy system./ _cJudy Ann B. Beatingo, Emily G. Patay, Rubylyn B. Quirimit, Angelo Joseph M. Salas.
260			_aParañaque City; _bOlivarez College, _c2019.
502			_aUndergraduate Thesis
520			_aThis study employed the qualitative research design using the triangulation approach. Which involves three elements in gathering data to the undertaking, namely, observation, interview and documentary analysis. The respondents of this study are regular teacher, shadow teacher and pupils with special needs at Parañaque Elementary School-Central. They were mainly the interview coupled by observations, where the main objective was to determine the impact of inclusive education to pupils with special needs and to their regular and shadow teachers. The guide would give more information for the researchers to be analyzed and considered in answering the questions posed in this study. Statement of the Problem This study aimed to identify the impact of the Inclusive Education through buddy-buddy system. Specifically, it sought answers to the following researcher questions: 1. What is the impact of Inclusive Education as experienced by the regular and shadow teacher and pupils with special needs? 2. What are the factors that contribute to the identified impact of Inclusive Education? 3. How does the Buddy-Buddy System mitigate to the identified impact of Inclusive Education? 4. How can buddy-buddy system be practiced to address the identified Impact of Inclusive Education?
700			_aPatay, Emily G.
700			_aQuimirit, Rubylyn B.
700			_aSalas, Angelo Joseph M.
942			_cTHES _jT 370 2019 0055
999			_c10278 _d10278