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050	0	0	_aLG 221.R59 _b.J95 2019
100	1		_aJumawan, Maria Nicole C. _eResearcher
245			_aTeachers perceptions oon readiness of pupils with special needs in a regular classroom integration/ _cMaria Nicole C. Jumawan [and] Arjon C. Nicolas
260		1	_c2019
300			_ax, 74 leaves; _billustrations _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Thesis _bBachelor of Elementary Education-Content Course _cUniversity of Rizal System, Rodriguez, Rizal _d2019
520			_aThe researchers aimed to determine the teachers' perceptions on readiness of pupils with special needs in regular classroom integration at the Kasiglahan Vilage Elementary School for the academic year 2018-2019 The study sought to answer the query on the readiness of pupils with special needs in a regular classroom integration and the challenges encountered by teachers in teaching pupils with special needs The study made use of qualitative method of research utilizing a questionnaire checklist, interview techniques and documentary analysis to collect and to validate all necessary data for research Based on the gathered and analyzed data, the following findings were elicited Teachers handling pupils with special needs are all female. Their age ranged from 26 to 39 years old. Some of them handling pupils with special need from 1-16 years. The pupil with special needs being handed were mute, deaf, hearing and visually impaired, mild autism, and global developmental delay (GDD) Most of them had friends inside the classroom and also mingled with them. Sometimes they were bullied by their classmates through physical and verbal approach. In spite of that they did not have intention to bully others. The majority of the pupils with special needs participated during class discussion and showed manifestation of learning inside the classroom Most of the problems encountered by the teachers in teaching pupils with special needs were following directions and reading their body languages and facial expressions Based on the findings of the study, the following conclusions were drawn Pupils with special needs are handled most by female teachers. Pupils with special needs show readiness in integrating themselves in regular class. Due to teachers' lack of seminars in handling pupils with special needs, they experienced difficulty dealing with them In the light of the findings and conclusions made, It is recommended for Teachers that they can be aware on the learning disability of the pupil. They can motivate, encourage and guide them for their own progress in academic. They should attend more seminars or program for them to enhance their skills in communicating and making instructional materials for their pupils with special needs.
650			_2special needs in regular classroom integration
700			_aNicolas, Arjon C. _eResearcher
700			_aCortez, May A. _eAdviser
942			_2lcc _cT
999			_c83968 _d83967