TY  - BOOK
AU  - Cruz, Marie Joy Pama
TI  - Coping mechanisms of non-sped teachers in handling inclusive education pupils
AV  - LG 221.R59. C8892 2020
PY  - 2020///
KW  - The coping mechanisms of the non-sped teachers - inclusive education pupils
N1  - GSTHESIS
N2  - The purpose of this study is to identify the coping mechanisms applied by the non-sped teachers in handling inclusive education pupils and to know their effects in solving problems. The researcher made use of the descriptive qualitative method of research to recognize the problems encountered in implementing inclusion program. The adopted-revised survey questionnaire was used to answer the problems under each type of evaluation. The respondents of this study were the teachers handling inclusive education pupils in the school year 2019-2020. Fifty one came from San Jose Elementary School and thirty six were from Kasiglahan Village Elementary School. The researcher took the data for statistical treatment Statistics Center in Morong Campus for accurate and reliable analysis and treatment of data.

Based on the analysis and interpretation of data, the following findings were revealed: From the gathered data the following findings are derived at: Most of the non-sped teachers handling inclusive education pupils were females whose degrees were not aligned to special education. They were new in handling inclusive education, and they lacked trainings and seminars relative to the system. Most teachers were not adept with the system of inclusive education, hence, they met problems. Prominent among those problems was the way they dealt with the pupils with special needs. In every problem revealed by the teachers, there were corresponding coping mechanisms they applied. Among those coping mechanisms, home visitation was found most significant. With the identified problems and their corresponding mechanisms, there were positive effects to the learners and to the parents. Hence, parents have become more supportive to the education of their children with special needs.

Based on the findings, the following conclusions were drawn: Inclusive education in public elementary schools is being handled by teachers at their level best despite their unpreparedness to such system of education. Problems are inevitable to be confronted with by the teachers who lack the necessary trainings and exposure to the new system like inclusive education Despite the inadequacy of trainings and seminars in the implementation of inclusive education, teachers' innate creativity is tested in finding corresponding coping mechanisms to the problems they are encountering. Due to teachers' passion in teaching, they are able to create positive effects to the problems they had identified and their corresponding mechanisms

ER  -