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008			200117b ||||| |||| 00| 0 eng d
041			_aeng
043			_aa-ph---
050	1	4	_aLC1200 _b.C735 2018
100			_aComia, Bernie M.
245			_aInclusive education program in the division of Antipolo City
260			_cFebruary 2018
300			_a152 leaves : _billustrations ; _c28 cm
336			_2rda content _atext
337			_2rda media _aunmediated
338			_2rda carrier _avolume
502			_aThesis _bMaster of Arts in Education major in Educational Management _cUniversity of Rizal System-Morong _d2018
520			_aEXECUTIVE SUMMARY: The study aimed to determine the implementation of inclusive education program in antipolo city as assessed by the five groups of respondents namely, school administrators, non- teaching personnel, sped teachers, regular teachers, and parents during the school year 2017-2018. The study made use of a descriptive method of research method utilizing survey design with the aid of a questionnaire checklist as an instrument to gather the needed data. The target respondents were the school administrators, non-teaching personnel, sped teachers, regular teachers and parents who were chosen through stratified sampling. They were asked to accomplish the survey instrument with three phases such as initial phase, transition phase and inclusion phase. Moreover, other components such as child find, assessment, program options, curriculum modification and parental involvement were answered using the hard data. It was found out that the school administrators, sped teachers, regular teachers and parents always performed their roles in the different phases of inclusive education program while the non-teaching personnel often performed their roles in the implementation of inclusive education program in the division of antipolo city. Further, it was found out that the level of performance of the learners improved after attending the inclusion program and they are still manageable and can expect achievement and progress in both academic performance and behavior. The findings revealed that the learner's achievement in academic performance and progress behavior can be attained before and after the inclusion. Although there was a different classroom set-up, teachers and classmates, the learners can have growth in these two aspects. The collaboration of the implementers especially the sped and regular teachers are relatively good. The findings reveal that the growth of inclusive education program in antipolo city has been given a relatively good support by the different implementers providing the different components. In general, the inclusive education program in antipolo city was found to be a very important factor that greatly contributed in the learning of children with dsabilities. It was found out that the extent of implementation such as child find, assessment, program options, curriculum modification and parental involvement obtained p-values that exceeded at 0.05 level of significance which failed to reject the null hypothesis. Based on the findings of the study, the paper concluded that child find is the heart of inclusive education program. Furthermore, the school administrators, sp0ed teachers, regular teachers and parent performed their roles effectively in the implementation of inclusive education program in antipolo city. Likewise, the inclusive educatio9n programs require strong administrative support and family involvement for the successful implementation education program to attain quality, relevant and responsive special education.
650		0	_aSpecial education
650		0	_aInclusive education
700			_aPortillo, Rosa F. _edegree supervisor
942			_2lcc _cT