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Thesis final

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Thesis final
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  1 Chapter 1 Introduction Background of the research This study stems from t he fact about the Enhancement of CSN’s Personality through Inclusive Education. The absence of a shared approach to education in the country, one that is opened to all students, suggests that a strong conceptual basis for Inclusive Education (IE) remains to be established. This lack of grounding for a sound practice of Inclusive Education makes it difficult to articulate the reasonable extent of involvement. All members of the school community in the education of Children with Special Needs (CSN). What form Inclusive Education should take and what requirements must be met (MacBeath, Galton, Steward, MacBeath & Page, 2006) are issues that remain unresolved to the satisfaction of the major stakeholders in Inclusive Education. So far, the practice of Inclusive Education in Philippine basic education is largely determined by Department of Education Order No. 72, s. 2009, an outdated directive which does not specify a stable, clear, and definite process of including Children with Special Needs in the general education setting.  A move to effect high-quality inclusion in Philippine schools is said to be underway, but at present, the Special Education Act (Philippine Senate Bill 3002), which is supposed to determine the practice of inclusion in general education schools, is still u nder review at the Philippine senate. The continued delay of this bill’s passage into law  2 and which standards should be met in its implementation are issues that continue to defy definitive resolution. Overseas, Freeman and Alkin 2003 have observed that debates on Inclusive Education and its implications for the lives of Children with Special Needs have been raging (as cited in Fitch, 2003). Many governments have introduced Inclusive Education into their respective systems as an attempt to find satisfactory and durable solutions to the many problems besetting the practice of inclusion in different contexts. A multitude of actions have been planned, tested, challenged, and overhauled. There are also educationists who are convinced that standards-based schooling is not just for children without special needs (Jesness, 2002). That is to say, having learning problems does not necessarily lead to the inability to meet requirements of high-quality education (Jesness, 2002). As for the difficulty that one may experience in the early stages of learning, Jesness (2002) seems to view such phenomena as a simple fact of learning, something that should not make schoolteachers push their students to attain what may appear to be a remotely achievable goal at the beginning. The road to success in teaching and learning can be tricky, however, and the attempt to get students to where they should be inevitably carries certain encumbrances (MacBeath et al., 2006), especially on the part of inclusive school personnel and parents of Children with Special Needs. It is not surprising, therefore, if a number of them have questioned the wisdom behind the policy that suggests they are largely responsible for school children’s performance in standard-based tests or in any ordinary general education setting. In June 1994, representatives from 92 countries and 25 international organizations met at the World Conference on Special Needs Education in Salamanca,  3 Spain, 7 MUEGA  –  Inclusive Education in the Philippines to promote IE as a global norm. The conference forged and adopted a framework of action that calls for appropriate education for Children with Special Needs in the general education setting.  Arguing that inclusion and participation are human rights, the UNESCO Salamanca Statement asserts that the general education setting should be regarded as a venue of human development open to all schoolchildren, regardless of their physical, emotional, and intellectual states. Inclusive schools are expected to view various categories of differences as a matter of having unique traits that distinguish individuals from each other.  4 Conceptual Framework: The conceptual Framework contemplates the sequence of the study. It shows the relationship of the variables in the Study.   “The Enhancement of (Children with Special needs) CSN’s Personality through Inclusive Education”   Input The Profile of respondents Educational coach Regular Teachers Sped Teachers and Parents. Benefit of Inclusive Education that refers to the development of Personality of CSN Roles of the Peoples in Inclusive Education that help CSN to enhance their Personality Meant of Inclusive Process   Questionnaire   research   Survey Output  Awareness of the Roles of Regular Teachers, Special Education Teachers and also Educational Coach on Personality Enhancement of the Children with Special Needs.  5 Statement of the Problem The researcher’s main concern is to discover the enhancement of CSN’s personality through Inclusive Education. Specially it seeks to answer the following:   1. What is the profile of the respondent as to: 1.1 age 1.2 gender 1.3 number of years teaching 1.4 educational qualification 2 . What are the advantages of Inclusive Education to Children with Special Needs? 3. What are the factors that affect the personality of Children with Special Needs in Inclusive Education? 4. How can we enhance the personality of Children with Special Needs through Inclusive Education.
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