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050	0	0	_aLG 221.R59 _b.M2709 2016
100	1		_aMagbanua, Catherine M. _eResearcher
245	1	0	_aStress management to Teachers handling Children with special needs: _bA qualitative analysis/ _cCatherine M. Magbanua
260			_c2016
300			_aviii, 98 leaves; _billustrations, _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate thesis _bBachelor of Elementary Education Content Courses _cUniversity of Rizal System, Rodriguez, Rizal _d2016
520			_aThe primary objective of the study was to identify the stress management of Teachers handling children with special needs. It was conducted during the third quarter of the School Year 2014-2015. This involved 10 Teachers in San Jose Elementary school in Rodriguez, Rizal who handled classes with students with special needs or special children. They served as respondents. The researchers observed class; took videos of interviews of teachers handling students who had special needs. Based on the gathered and analyzed data, the following findings were deduced: On the profile of the respondents, in terms of sex out of 10 respondents are all female, in terms of age 9 out of 10 were ages 28-35 and 1 of them ages 56. Some of them are mamed, 4 out 10 respondents were single in terms of Educational attainment, all of the 10 respondents are graduated college. On the Length of service of the respondents, 6 out of 10 works 1-6 years in service, the 3 were 6-10 years in service and the another 1 respondents works 20 years and above in service. In terms of teaching the respondents catch their pupils' attention, they were not affected by their personal problems, they also have daily routine and set rules at the very beginning of their class, they refresh their pupils' minds in a few minutes by letting them sing, count, activities and any energizers and they also have their own approaches to be applied, while on counseling, they talk personally with their students when they seem to be out of their minds and when they have failing grades they talk with their parents regarding with their grades.In promoting, they do not give more requirements to their pupils than any other teacher, they use the K-12 Curriculum as their grading system, and they make adjustments when their children have failing grades, they also consider their performance in grading them and they give grades depends on the participation and performance of their pupils and in terms of peer pressure, they do not lose their patience on their pupils, they asks some help on their co-teachers regards with their techniques and when they find difficulty in handling their children. The different approaches applied by the respondents in teaching their children were, the inductive method, deductive method and any other approaches that are suitable to the discussion. Enable for them to cope with stress, they 1976 a deep cream and in you lose your patience just get out of the ronen for a few minutes unta theic enge subside From the gathered data, the following conclusions were drown Most of the female respondents were married whose ages ranged from 28.56. Four among of them were single All of them passed Licerisure Examination Teachers have their own styles of handling stress while dealing with learners with speciat needs Lack of cooperation with parents, not familiar to their sign language and behavior, lack of information about Children with Special needs and behavior of the students are the caus
650			_2Primary objective-stress management- special needs
700			_aReyes, Grace Danielle G. _eResearcher
700			_aGimeno, Ferdinand C. _eAdviser
942			_2lcc _cT
999			_c82257 _d82256