000			01654nam a22002177a 4500
001			9757
003			OCLRC
005			20260730103752.0
008			230131t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2018 339
100			_aMendoza, Hiedie D.
245			_aImpact of inclusive education on classroom keyplayers in a mainstreamed school: _bcontextualizing integrated training design/ _cHiedie D. Mendoza.
260			_aParañaque City: _bOlivarez College, _c2018.
502			_aMaster Thesis
520			_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.
650			_aContextualized training design.
650			_aLearner with special needs.
650			_aMainstreamed school.
942			_cTHES _jT 370 2018 339
999			_c9757 _d9757