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Doctoral Thesis / Dissertation from the year 2024 in the subject Pedagogy - Inclusion, , course: PhD in Education Leadership and Management, language: English, abstract: Mainstreaming Learners with Special Educational Needs (LSENS) advocates for equal access to quality education for all, regardless of ability, status, race, or capacity. This study addressed the success and drawbacks of mainstreaming deaf learners in the regular TVL-ICT class. The research design was a case study approach with a thematic analytic component. The research utilized unstructured questionnaire during interviews and focus group discussions with the participants. It focused on deaf learners integrated in the Senior High School Program at Manila High School located inside Intramuros, Manila. Anchored on DepEd Order No. 72 s. 2009, mainstreaming LSENS in the SHS program includes Child Find, Assessment, Program Option, Curriculum Modification, and Parental Involvement. It emphasizes coordination, collaboration, assessment strategies, flexibility, parental involvement, and effective teaching strategies in inclusive classrooms. The mainstreaming of LSENS was successful due to institutionalization, cooperation between educators and parents, regular observation, peer acceptance, and various teaching techniques, as well as harmonious relationships and teacher sacrifices. However, the study revealed challenges including insufficient teacher training, poor communication, inadequate relationships with other schools, and low self-confidence, absenteeism, and scarce resources.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.